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Case-based discussion: assessment tool or teaching aid?

R Jyothirmayi¹

¹Kent Oncology Centre, Maidstone & Tunbridge Wells NHS Trust, Maidstone, UK. rema.jyo@nhs.net

Clinical Oncology (Royal College of Radiologists (Great Britain))

|August 16, 2012

Summary

Case-based discussions (CBDs) are effective for oncology training, enhancing teaching and learning. Participants found CBDs useful for complex oncology topics, but suggest protected time and format modifications for optimal use.

Area of Science:

Medical Education
Oncology Training
Workplace-Based Assessment

Background:

Workplace-based assessments, including case-based discussions (CBDs), are newly implemented in oncology training.
CBDs involve structured patient case discussions, feedback, and scoring for assessment purposes.

Purpose of the Study:

To evaluate the pedagogical role of CBDs in oncology education.
To assess the perceptions of both oncology consultants and trainees regarding CBDs.

Main Methods:

Qualitative research methodology employed.
Analysis of six recorded case-based discussions (CBDs) for teaching and learning evidence.
Semi-structured interviews with five consultants and five trainees to gather perceptions.

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Main Results:

Transcript analysis indicated reasoning and learning occurred during CBDs.
Interviews revealed CBDs are perceived as valuable for teaching difficult oncology concepts.
Protected time for CBDs and face-to-face sessions are crucial for effectiveness.

Conclusions:

CBDs demonstrate potential as effective teaching tools in oncology.
The scoring system of the assessment form may not add value; modifications are suggested.
Further research into CBD format, including scoring, is recommended for optimization.