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Towards an optimal teaching programme for supportive care

J F Forbes1

  • 1Department of Surgical Oncology, Newcastle Mater Misericordiae Hospital, Waratah, NSW, Australia.

Supportive Care in Cancer : Official Journal of the Multinational Association of Supportive Care in Cancer
|January 1, 1994
PubMed
Summary
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This study proposes a medical education curriculum for oncology and supportive care, integrating essential principles and skills for effective teaching and learning in healthcare settings.

Area of Science:

  • Medical Education
  • Oncology
  • Supportive Care

Background:

  • Evolving medical education necessitates principles for supportive care teaching.
  • Newcastle, NSW, Medical Faculty's undergraduate course integrates these principles in oncology and supportive care education.

Purpose of the Study:

  • To propose a curriculum for oncology and supportive care education.
  • To outline principles for curriculum development and implementation in diverse settings.

Main Methods:

  • Curriculum design based on general oncology knowledge.
  • Inclusion of clinical problems, oncology syndromes, palliative care, and psychosocial interventions.
  • Emphasis on critical reasoning, communication, self-directed learning, team management, and health service structures.

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Main Results:

  • A structured curriculum framework is presented.
  • Considerations for teaching methods (contextual, small group, problem-based learning) are highlighted.
  • Factors for optimal implementation include student needs, teacher quality, learning environment, and assessment methods.

Conclusions:

  • The proposed curriculum provides a foundation for effective oncology and supportive care education.
  • Successful implementation requires careful consideration of teaching strategies, resources, and assessment.
  • Adaptable principles can enhance medical education in supportive care globally.