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Tumor board simulation improves interdisciplinary decision-making in medical students
Kevin Fink1,2,3, Marie Forster4, Matthias Oettle4,5
1Department of Radiation Oncology, LMU University Hospital, LMU Munich, Munich, Germany.
Journal of Cancer Research and Clinical Oncology
|August 30, 2024
Summary
This study shows that a one-week oncology course with a tumor board simulation significantly improved medical students' interdisciplinary clinical decision-making skills. The training enhanced their understanding of tumor boards, ethical challenges, and shared decision-making in oncology.
Area of Science:
- Medical Education
- Oncology
- Clinical Decision-Making
Background:
- Interdisciplinary clinical reasoning and decision-making are crucial in oncology but often underrepresented in medical education.
- A one-week oncology course at LMU University Hospital Munich incorporated a modified tumor board simulation with five expert disciplines.
- The study aimed to assess the course's impact on students' interdisciplinary decision-making skills.
Purpose of the Study:
- To evaluate the self-assessed impact of an interdisciplinary tumor board simulation on medical students' clinical reasoning and decision-making skills in oncology.
- To assess improvements in integrating ethical considerations and understanding diverse professional viewpoints in clinical decision-making.
- To measure changes in knowledge regarding tumor board procedures and shared decision-making principles.
Main Methods:
- Two cohorts of third-year medical students were surveyed before and after a one-week oncology course.
- The course included a didactically modified tumor board simulation with multidisciplinary experts.
- Self-assessed knowledge was measured using a five-step Likert scale, focusing on interdisciplinary decision-making, ethical integration, and professional viewpoints.
Main Results:
- Significant improvements were observed in understanding tumor board purpose/procedures (2.4 to 4.0), handling ethical challenges (2.4 to 3.4), and shared decision-making principles (2.7 to 3.7).
- Student-reported improvements included enhanced clinical decision-making skills and the ability to discuss oncology cases from multiple professional perspectives.
- The survey response rate was 60-70% (76 students pre-simulation, 55 post-simulation).
Conclusions:
- An interdisciplinary one-week oncology course featuring a modified tumor board simulation significantly enhanced medical students' comprehension of interdisciplinary clinical decision-making.
- The simulation effectively improved students' understanding of multidisciplinary approaches and ethical considerations in oncology patient care.
- This educational intervention demonstrates a successful strategy for improving essential skills in oncology training.
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