Developing an educational “hub”: impact of a distance-learning curriculum in a multinational cohort
Abstract Purpose To address a gap in radiation oncology education in low- and middle-income countries (LMICs), we sought to evaluate the effectiveness and generalizability of a refined curriculum on intensity modulated radiotherapy (IMRT) offered to existing radiation therapy (RT) clinics across Afr...
| Main Authors: | , , , , , , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2024-04-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-024-05193-9 |
| _version_ | 1797209300281589760 |
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| author | Meridith L. Balbach Grantly Neely Afua Yorke Evangelina Figueroa-Medina Jonathan Paly Rebecca M. Shulman Claire Dempsey Adam Shulman Cesar Della Biancia William B. Cutrer Benjamin C. Li |
| author_facet | Meridith L. Balbach Grantly Neely Afua Yorke Evangelina Figueroa-Medina Jonathan Paly Rebecca M. Shulman Claire Dempsey Adam Shulman Cesar Della Biancia William B. Cutrer Benjamin C. Li |
| author_sort | Meridith L. Balbach |
| collection | DOAJ |
| description | Abstract Purpose To address a gap in radiation oncology education in low- and middle-income countries (LMICs), we sought to evaluate the effectiveness and generalizability of a refined curriculum on intensity modulated radiotherapy (IMRT) offered to existing radiation therapy (RT) clinics across Africa and Latin America (LATAM) at no cost. Methods A curriculum was created based on prior needs assessments and adapted for participating medical physicists, radiation oncologists, radiation therapists, and trainees in LMICs. English-speaking and Spanish-speaking teams of volunteer educators delivered 27 hour-long sessions 1–2 times weekly for 4 months using video conferencing to African and LATAM cohorts, respectively. Pre- and post-course multiple-choice examinations were administered to LATAM participants, and pre- and post-course self-confidence (1–5 Likert-scale) and open-ended feedback were collected from all participants. Results Twenty-five centers across Africa (13) and LATAM (12) participated, yielding a total of 332 enrolled participants (128 African, 204 LATAM). Sessions were delivered with a mean of 44 (22.5) and 85 (25.4) participants in the African and LATAM programs, respectively. Paired pre and post-course data demonstrated significant (p < 0.001) improvement in knowledge from 47.9 to 89.6% and self-confidence across four domains including foundations (+ 1.1), commissioning (+ 1.3), contouring (+ 1.7), and treatment planning (+ 1.0). Attendance was a significant predictor of change in self-confidence in “high attendance” participants only, suggesting a threshold effect. Qualitative data demonstrates that participants look forward to applying their knowledge in the clinical setting. Conclusion A specialized radiation oncology curriculum adapted for LMIC audiences was effective for both African and LATAM participants. Participant feedback suggests that the refined IMRT course empowered clinics with knowledge and confidence to help train others. This feasible “Hub and Spokes” approach in which a distance-learning course establishes a hub to be leveraged by spokes (learners) may be generalizable to others aiming to reduce global health care disparities through training efforts. |
| first_indexed | 2024-04-24T09:52:30Z |
| format | Article |
| id | doaj.art-b6966a10eb5a4d999b6138e26dd16ec0 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-04-24T09:52:30Z |
| publishDate | 2024-04-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-b6966a10eb5a4d999b6138e26dd16ec02024-04-14T11:19:31ZengBMCBMC Medical Education1472-69202024-04-0124111010.1186/s12909-024-05193-9Developing an educational “hub”: impact of a distance-learning curriculum in a multinational cohortMeridith L. Balbach0Grantly Neely1Afua Yorke2Evangelina Figueroa-Medina3Jonathan Paly4Rebecca M. Shulman5Claire Dempsey6Adam Shulman7Cesar Della Biancia8William B. Cutrer9Benjamin C. Li10Vanderbilt University School of MedicineGranite Test PrepDepartment of Radiation Oncology, University of Washington SeattleCorporación Oncológica México AmericanaDepartment of Radiation Oncology, Massachusetts General HospitalFox Chase Cancer CenterUniversity of Newcastle AustraliaUniversity of ColoradoMemorial Sloan Kettering Cancer CenterVanderbilt University School of MedicineRayos Contra CancerAbstract Purpose To address a gap in radiation oncology education in low- and middle-income countries (LMICs), we sought to evaluate the effectiveness and generalizability of a refined curriculum on intensity modulated radiotherapy (IMRT) offered to existing radiation therapy (RT) clinics across Africa and Latin America (LATAM) at no cost. Methods A curriculum was created based on prior needs assessments and adapted for participating medical physicists, radiation oncologists, radiation therapists, and trainees in LMICs. English-speaking and Spanish-speaking teams of volunteer educators delivered 27 hour-long sessions 1–2 times weekly for 4 months using video conferencing to African and LATAM cohorts, respectively. Pre- and post-course multiple-choice examinations were administered to LATAM participants, and pre- and post-course self-confidence (1–5 Likert-scale) and open-ended feedback were collected from all participants. Results Twenty-five centers across Africa (13) and LATAM (12) participated, yielding a total of 332 enrolled participants (128 African, 204 LATAM). Sessions were delivered with a mean of 44 (22.5) and 85 (25.4) participants in the African and LATAM programs, respectively. Paired pre and post-course data demonstrated significant (p < 0.001) improvement in knowledge from 47.9 to 89.6% and self-confidence across four domains including foundations (+ 1.1), commissioning (+ 1.3), contouring (+ 1.7), and treatment planning (+ 1.0). Attendance was a significant predictor of change in self-confidence in “high attendance” participants only, suggesting a threshold effect. Qualitative data demonstrates that participants look forward to applying their knowledge in the clinical setting. Conclusion A specialized radiation oncology curriculum adapted for LMIC audiences was effective for both African and LATAM participants. Participant feedback suggests that the refined IMRT course empowered clinics with knowledge and confidence to help train others. This feasible “Hub and Spokes” approach in which a distance-learning course establishes a hub to be leveraged by spokes (learners) may be generalizable to others aiming to reduce global health care disparities through training efforts.https://doi.org/10.1186/s12909-024-05193-9Continuing medical educationRadiation oncologyGlobal healthcancerDisparities |
| spellingShingle | Meridith L. Balbach Grantly Neely Afua Yorke Evangelina Figueroa-Medina Jonathan Paly Rebecca M. Shulman Claire Dempsey Adam Shulman Cesar Della Biancia William B. Cutrer Benjamin C. Li Developing an educational “hub”: impact of a distance-learning curriculum in a multinational cohort BMC Medical Education Continuing medical education Radiation oncology Global health cancer Disparities |
| title | Developing an educational “hub”: impact of a distance-learning curriculum in a multinational cohort |
| title_full | Developing an educational “hub”: impact of a distance-learning curriculum in a multinational cohort |
| title_fullStr | Developing an educational “hub”: impact of a distance-learning curriculum in a multinational cohort |
| title_full_unstemmed | Developing an educational “hub”: impact of a distance-learning curriculum in a multinational cohort |
| title_short | Developing an educational “hub”: impact of a distance-learning curriculum in a multinational cohort |
| title_sort | developing an educational hub impact of a distance learning curriculum in a multinational cohort |
| topic | Continuing medical education Radiation oncology Global health cancer Disparities |
| url | https://doi.org/10.1186/s12909-024-05193-9 |
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