Article
Digital student tumour conference as flipped classroom format
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Authors
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Marcel Alexander Kamp
- Friedrich-Schiller-University Jena, Department for Neurosurgery, Jena, Deutschland; Brandenburg Medical School Theodor Fontane, Centre for Palliative Care and Neuropalliative Care, Deutschland
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Irina Mäurer
- Friedrich-Schiller-University Jena, Hans Berger Department of Neurology, Jena, Deutschland
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Matthias Mäurer
- Friedrich-Schiller-University Jena, Department of Radiation Oncology, Jena, Deutschland
| Published: | September 11, 2023 |
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Outline
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Objective: Modern, multimodal treatments for cancer patients are only possible in interdisciplinary teams. In tumour boards, specialists from various disciplines collect examination results and discuss therapy recommendations together. Basic knowledge of the process and content, as well as key skills in interdisciplinary communication, are inadequately conveyed
Methods: We defined the following learning goals for a student neurooncologic tumour board:
- To actively participate in interdisciplinary case discussions and apply effective communication strategies
- To create personalized therapy plans in an interdisciplinary team
- To discuss and consider ethical aspects of medical practice
According to the theory of constructive alignment by John Biggs, we concepted a digital student tumour conference as flipped classroom format. Fully completed questionnaires were considered for further evaluation.
Results: To achieve the learning goals, we planned courses in an inverted classroom format integrating lectures on principles of crew and patient resource management. In the flipped classroom format, students should first learn the principles of neuro-oncological diagnostics and therapy. They should then take on the roles of individual specialist disciplines, discuss the case vignettes given in a student tumour board and create personalized therapy plans within the team.
In the pilot phase, the number of students was limited to the number of disciplines prescribed for a tumour neuro-oncologic board. Five students participated. The mean age was 26.3±3 years. The students needed a mean of 4±3 hours per week for self-studies and preparations.
Students assessed their own competencies significantly better with regard to the learning objectives. Furthermore, the students considered the course format to be well suited to create an appreciative learning atmosphere, to interact, to arouse interest and to convey the learning goals.
Discussion: A student tumour board is a feasible format to teach effective communication strategies and development of therapy plans in an interdisciplinary team but the course format was personnel and time-consuming.
Take home message: Student tumour conferences might be an innovative format to teach interdisciplinary work in a specialist team, strategies for effective communication and to discuss and consider ethical aspects of medical practice
