Design and Implementation of a Learner-Centered Self-Paced Peritoneal Oncology Education Program.

Autor: Bansal VV; Department of Surgery, Division of Surgical Oncology, Yale School of Medicine, New Haven, CT, USA., Witmer HDD; Department of Surgery, Division of General Surgery and Surgical Oncology, University of Chicago Medical Center, Chicago, IL, USA., Lam A; Department of Surgery, Division of General Surgery and Surgical Oncology, University of Chicago Medical Center, Chicago, IL, USA., Morgan RB; Department of Surgery, Division of General Surgery and Surgical Oncology, University of Chicago Medical Center, Chicago, IL, USA., Godley F; Department of Surgery, Division of General Surgery and Surgical Oncology, University of Chicago Medical Center, Chicago, IL, USA., Ong CT; Department of Surgery, Division of General Surgery and Surgical Oncology, University of Chicago Medical Center, Chicago, IL, USA., Dhiman A; Department of Surgery, Division of General Surgery, Medical College of Georgia, Augusta University, Augusta, GA, USA., Eng OS; Department of Surgery, Division of Surgical Oncology, University of California Irvine, Orange, CA, USA., Turaga KK; Department of Surgery, Division of Surgical Oncology, Yale School of Medicine, New Haven, CT, USA. kiran.turaga@yale.edu.
Jazyk: angličtina
Zdroj: Annals of surgical oncology [Ann Surg Oncol] 2023 Nov; Vol. 30 (12), pp. 6983-6986. Date of Electronic Publication: 2023 Aug 26.
DOI: 10.1245/s10434-023-14081-3
Abstrakt: Background: Current educational programs for peritoneal surface malignancies (PSM) are unstructured and often target advanced learners. The authors describe the design and implementation of a structured, self-paced course at a high-volume PSM center.
Methods: In 2020, a learner-centered course was designed using the Canvas educational platform in consultation with the Center for Teaching at the University of Chicago. The course consisted of disease-site-specific modules, perioperative care pathways, in-built voluntary quizzes, and multimedia supplements for advanced learners. Trainees were provided access during the PSM service rotation, and engagement was compared across training levels by measuring the time spent online.
Results: Course design and management required 71 h between 2020 and 2022, with the majority of time spent in the design phase. During 3 years, 62 personnel (21 [34%] medical students, 28 [45%] residents, 8 [13%] staff, and 5 [8%] fellows) were assigned the course. The overall engagement rate was 83.9% (86% of medical students, 75% of residents, 100% of staff and fellows), and the median time spent online was 12.4 min/week (interquartile range [IQR], 2.1-53.0 min/week). Fourth-year medical students and clinical fellows spent more time online than other learners (73 min/week [IQR, 24.5-100 min/week] vs 13.3 min/week [IQR, 7.3-26.5 min/week]) (p = 0.001).
Conclusions: The design and implementation of a PSM-specific course was feasible and sustainable using an online learning platform. Higher engagement was noted among invested learners. Non-technical factors for reduced engagement need to be ascertained further to improve the next iteration of this course.
(© 2023. Society of Surgical Oncology.)
Databáze: MEDLINE
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