International Journal of Radiation Oncology*Biology*Physics
Clinical InvestigationTeaching the Anatomy of Oncology: Evaluating the Impact of a Dedicated Oncoanatomy Course
Introduction
Gross anatomy has been part of a long-standing tradition in medical education. However, hours devoted to teaching anatomy have been declining 1, 2, 3. Up to 71% of residency directors report that incoming residents either require a refresher anatomy course or are “seriously lacking in anatomic knowledge” (1).
Radiation oncologists require an intimate understanding of anatomy, in the diagnosis and staging of disease via physical, radiologic, and pathologic examinations, and in the appropriate selection of therapies (4). An intimate knowledge of anatomy must be cultivated to further one's expertise in the field. However, reviewing gross anatomy via cadaver prosections is not a traditional part of the radiation oncology residency. This is in contrast to many surgical subspecialties; for example, cadaver lab experience is a required by the Accreditation Council for Graduate Medical Education for all otolaryngology residency programs 5, 6, 7, 8, 9.
The “oncoanatomy” course at the Duke University Medical Center was designed in 2005 to address this need (10). The course goal was to reintegrate the often-forgotten gross anatomic relationships (usually learned in the first year of medical school) with relevant oncologic problems. We herein assess the educational impact of this initiative.
Section snippets
Course description
The “oncoanatomy” course at Duke is based on monthly modules addressing a specific body region or tumor site where anatomic relationships are particularly pertinent to radiation oncologists (10). This analysis is limited to the 2008–2009 academic year for modules listed in Table 1. Module subjects were determined by the chief resident (J.C.) in conjunction with the residency program director (W.R.L.) for each semester. This is submitted to the primary anatomist for the project (R.M.), and the
Aim #1: to assess the immediate educational impact of the modules
Ninety pretests and posttests were evaluable from ten residents from six completed modules. Of the residents, six were postgraduate year (PGY)-2, two were PGY-3, one was PGY-4, and one was PGY-5. The median number of tests per resident was 10 (interquartile range [IQR] 8–10). Thirty-nine paired pretests and posttests were evaluable, with a median of four test pairs per resident (IQR 4–4). The median pretest score was 66% (IQR 53–82%) vs. a posttest median of 85% (IQR 71–94%), p < 0.001 for
Discussion
This study demonstrates that integrating the gross anatomy lab into a coherent oncoanatomy course is a useful educational intervention, as measured on objective tests. We also demonstrate that the knowledge gained during these interventions is maintained for at least 3 months.
Oncology practice requires an in depth understanding of anatomy, for the diagnosis and staging of disease via physical, radiologic, and pathologic examinations, and for the appropriate selection of therapies. For the
Conclusion
An integrated oncoanatomy course is a useful educational intervention based on objective testing, sustained knowledge retention, and high attendee satisfaction.
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Evolving anatomy education strategies for surgical residents: A scoping review
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2018, Journal of Surgical EducationCitation Excerpt :In addition, a surgical resident workshop hosted by the Association of Program Directors in Surgery/American College of Surgeons using a combination of cadaver torsos and pigs resulted in very high ratings for its educational value by both residents and facultys.36 Similar cadaver courses have been employed in other specialties such as obstetrics/gynecology37 and oncology38 residencies. Almost all reports cited that students have found cadaver dissection to be “more effective than most educational interventions” in teaching anatomy.38
Multi-institutional Randomized Trial Testing the Utility of an Interactive Three-dimensional Contouring Atlas Among Radiation Oncology Residents
2017, International Journal of Radiation Oncology Biology PhysicsCitation Excerpt :However, concern is increasing among both radiation oncology experts (30) and residents (31) that the formal residency training in the image-based anatomy that underlies contouring is inadequate. In response, many programs have begun to develop training sessions that incorporate both anatomy (32) and contour delineation (20, 33). These sessions have improved resident knowledge of anatomy (32, 34) and contour agreement (20, 35).
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Conflict of interest: none.
Supported in part by an Innovations Grant from the Duke University School of Medicine office of Graduate Medical Education.