Oncology for medical students: A European School of Oncology contribution to undergraduate cancer education

Department of Medical Oncology, Medical School, University of Ioannina, 451 10 Ioannina, Greece.
Cancer Treatment Reviews (Impact Factor: 7.59). 09/2007; 33(5):419-26. DOI: 10.1016/j.ctrv.2007.02.005
Source: PubMed


Worldwide undergraduate cancer medicine is taught in a non-unanimous manner. There are frequent overlaps, omissions and discrepancies in the curricula of different medical schools concerning oncology teaching. Various attempts for possible changes and improvements have been made. Several extra-curriculum teaching programmes have been developed in academic European settings in collaboration with other scientific bodies. In this paper, we are analyzing the educational results from 115 medical students--mostly Europeans--who participated in three Oncology Summer Courses (2004, 2005, 2006) organized by European School of Oncology in collaboration with the University of Ioannina.

Download full-text


Available from: Jan B Vermorken, Feb 20, 2015
110 Reads
  • [Show abstract] [Hide abstract]
    ABSTRACT: The "International Summer School on Experimental and Clinical Oncology for Medical Students" is organised at the Medical University of Vienna to teach a multidisciplinary approach to oncology to medical students in the final phase of their studies. The program includes biology, diagnosis, clinical and psycho-oncology. Lectures are given by medical, radiation and surgical oncologists. Teaching includes case reports, poster presentations and role-play. As part of the organising committee, Austrian students organise a social program. Since 1999, six courses have been held (147 students from 19 countries). Students recorded high satisfaction with organisation, scientific content and topic range. Case presentations, poster presentations and role-play were very useful. Early criticism that the program was too intense (long lectures and little interaction) has been answered. The summer school has a high degree of acceptance and is a very useful tool to teach medical students about oncology and approaching a cancer patient.
    Journal of Cancer Education 03/2010; 25(1):51-4. DOI:10.1007/s13187-009-0011-3 · 1.23 Impact Factor
  • [Show abstract] [Hide abstract]
    ABSTRACT: To review the published literature pertaining to radiation oncology in undergraduate medical education. Ovid MEDLINE, Ovid MEDLINE Daily Update and EMBASE databases were searched for the 11-year period of January 1, 1998, through the last week of March 2009. A medical librarian used an extensive list of indexed subject headings and text words. The search returned 640 article references, but only seven contained significant information pertaining to teaching radiation oncology to medical undergraduates. One article described a comprehensive oncology curriculum including recommended radiation oncology teaching objectives and sample student evaluations, two described integrating radiation oncology teaching into a radiology rotation, two described multidisciplinary anatomy-based courses intended to reinforce principles of tumor biology and radiotherapy planning, one described an exercise designed to test clinical reasoning skills within radiation oncology cases, and one described a Web-based curriculum involving oncologic physics. To the authors' knowledge, this is the first review of the literature pertaining to teaching radiation oncology to medical undergraduates, and it demonstrates the paucity of published work in this area of medical education. Teaching radiation oncology should begin early in the undergraduate process, should be mandatory for all students, and should impart knowledge relevant to future general practitioners rather than detailed information relevant only to oncologists. Educators should make use of available model curricula and should integrate radiation oncology teaching into existing curricula or construct stand-alone oncology rotations where the principles of radiation oncology can be conveyed. Assessments of student knowledge and curriculum effectiveness are critical.
    International journal of radiation oncology, biology, physics 03/2010; 76(3):649-55. DOI:10.1016/j.ijrobp.2009.08.038 · 4.26 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: academic year) was based on previous submission of C.V. and a letter of motivation describing their goals and reasons for choosing a summer training course in oncology. A total of 23 students attended the course (9 students in the fourth year, 11 students in the fifth year and 3 students in the sixth year) with a predominance of female students (74%). The topics presented covered basic knowledge regarding cancer and its biology; world epidemiology of the disease with a focus on Egypt's epidemiological data; principles of cancer management, and an overview of the most common malignancies. The clinical rounds focused on interaction of the students with patients; examining the various symptoms; side effects of treatment and highlighting the special care and health awareness issues surrounding cancer patients. At the end of the 2-week course; the students' knowledge gained was evaluated, besides completing a “post-course evaluation questionnaire” to assess the course outcome in terms of: how their goals were achieved, evaluation of the course's instructors, course educational materials, institutional facilities and how they would improve the course.
    Journal of Cancer Education 03/2011; 26(3):547-8. DOI:10.1007/s13187-011-0214-2 · 1.23 Impact Factor
Show more