Lincoln Lopes Ferreira, Ariel E Hirsh, Pedro Lucas Alvarez Rodrigues, Maria Eduarda Santos Miranda, Ana Paula Drummond-Lage
{"title":"弥合差距:解决医学院肿瘤期望与实践训练之间的差距。","authors":"Lincoln Lopes Ferreira, Ariel E Hirsh, Pedro Lucas Alvarez Rodrigues, Maria Eduarda Santos Miranda, Ana Paula Drummond-Lage","doi":"10.1007/s13187-025-02757-1","DOIUrl":null,"url":null,"abstract":"<p><p>Cancer is a major cause of morbidity and mortality globally, leading to significant healthcare and socioeconomic burdens. Medical education is crucial in preparing future healthcare professionals to manage cancer care effectively. To compare the expectations of first-year medical students about oncology training with the actual knowledge and experiences of more advanced students. A cross-sectional, quantitative study was conducted with 373 medical students (152 first-year, 121 fourth-year, and 100 sixth-year) using structured questionnaires. Data was analyzed using SPSS version 25.0, with a 5% significance level. Most students considered oncology knowledge and training highly relevant, particularly in diagnostic methods, clinical examination, and palliative care (≥ 93%). However, significant differences emerged across years. Fourth-year students reported greater uncertainty about the relevance of diagnostic tools such as colonoscopy (p = 0.025), upper gastrointestinal endoscopy (p = 0.005), and mammography (p = 0.025), as well as hereditary syndromes (p = 0.016). Sixth-year students showed reduced endorsement of molecular testing, with 21.3% reporting neutrality. A striking gap was observed between the importance attributed to oncology internships by first-year students (≥ 84%) and the limited opportunities reported by advanced students, particularly in pathology, genetics, and radiotherapy (≤ 10% completion). Among those who completed internships, nearly all acknowledged their significant contribution to learning, especially in palliative care and clinical oncology. Despite strong recognition of oncology's importance, gaps remain between students' expectations and their actual educational experiences, particularly in genetics, molecular testing, and access to internships. Expanding structured, longitudinal, and practice-oriented oncology training is essential to prepare future physicians to meet the demands of cancer care and precision medicine.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.3000,"publicationDate":"2025-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Bridging the Gap: Addressing the Disparity Between Expectations and Practical Training in Oncology During Medical School.\",\"authors\":\"Lincoln Lopes Ferreira, Ariel E Hirsh, Pedro Lucas Alvarez Rodrigues, Maria Eduarda Santos Miranda, Ana Paula Drummond-Lage\",\"doi\":\"10.1007/s13187-025-02757-1\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Cancer is a major cause of morbidity and mortality globally, leading to significant healthcare and socioeconomic burdens. Medical education is crucial in preparing future healthcare professionals to manage cancer care effectively. To compare the expectations of first-year medical students about oncology training with the actual knowledge and experiences of more advanced students. A cross-sectional, quantitative study was conducted with 373 medical students (152 first-year, 121 fourth-year, and 100 sixth-year) using structured questionnaires. Data was analyzed using SPSS version 25.0, with a 5% significance level. Most students considered oncology knowledge and training highly relevant, particularly in diagnostic methods, clinical examination, and palliative care (≥ 93%). However, significant differences emerged across years. Fourth-year students reported greater uncertainty about the relevance of diagnostic tools such as colonoscopy (p = 0.025), upper gastrointestinal endoscopy (p = 0.005), and mammography (p = 0.025), as well as hereditary syndromes (p = 0.016). Sixth-year students showed reduced endorsement of molecular testing, with 21.3% reporting neutrality. A striking gap was observed between the importance attributed to oncology internships by first-year students (≥ 84%) and the limited opportunities reported by advanced students, particularly in pathology, genetics, and radiotherapy (≤ 10% completion). Among those who completed internships, nearly all acknowledged their significant contribution to learning, especially in palliative care and clinical oncology. Despite strong recognition of oncology's importance, gaps remain between students' expectations and their actual educational experiences, particularly in genetics, molecular testing, and access to internships. 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Bridging the Gap: Addressing the Disparity Between Expectations and Practical Training in Oncology During Medical School.
Cancer is a major cause of morbidity and mortality globally, leading to significant healthcare and socioeconomic burdens. Medical education is crucial in preparing future healthcare professionals to manage cancer care effectively. To compare the expectations of first-year medical students about oncology training with the actual knowledge and experiences of more advanced students. A cross-sectional, quantitative study was conducted with 373 medical students (152 first-year, 121 fourth-year, and 100 sixth-year) using structured questionnaires. Data was analyzed using SPSS version 25.0, with a 5% significance level. Most students considered oncology knowledge and training highly relevant, particularly in diagnostic methods, clinical examination, and palliative care (≥ 93%). However, significant differences emerged across years. Fourth-year students reported greater uncertainty about the relevance of diagnostic tools such as colonoscopy (p = 0.025), upper gastrointestinal endoscopy (p = 0.005), and mammography (p = 0.025), as well as hereditary syndromes (p = 0.016). Sixth-year students showed reduced endorsement of molecular testing, with 21.3% reporting neutrality. A striking gap was observed between the importance attributed to oncology internships by first-year students (≥ 84%) and the limited opportunities reported by advanced students, particularly in pathology, genetics, and radiotherapy (≤ 10% completion). Among those who completed internships, nearly all acknowledged their significant contribution to learning, especially in palliative care and clinical oncology. Despite strong recognition of oncology's importance, gaps remain between students' expectations and their actual educational experiences, particularly in genetics, molecular testing, and access to internships. Expanding structured, longitudinal, and practice-oriented oncology training is essential to prepare future physicians to meet the demands of cancer care and precision medicine.
期刊介绍:
The Journal of Cancer Education, the official journal of the American Association for Cancer Education (AACE) and the European Association for Cancer Education (EACE), is an international, quarterly journal dedicated to the publication of original contributions dealing with the varied aspects of cancer education for physicians, dentists, nurses, students, social workers and other allied health professionals, patients, the general public, and anyone interested in effective education about cancer related issues.
Articles featured include reports of original results of educational research, as well as discussions of current problems and techniques in cancer education. Manuscripts are welcome on such subjects as educational methods, instruments, and program evaluation. Suitable topics include teaching of basic science aspects of cancer; the assessment of attitudes toward cancer patient management; the teaching of diagnostic skills relevant to cancer; the evaluation of undergraduate, postgraduate, or continuing education programs; and articles about all aspects of cancer education from prevention to palliative care.
We encourage contributions to a special column called Reflections; these articles should relate to the human aspects of dealing with cancer, cancer patients, and their families and finding meaning and support in these efforts.
Letters to the Editor (600 words or less) dealing with published articles or matters of current interest are also invited.
Also featured are commentary; book and media reviews; and announcements of educational programs, fellowships, and grants.
Articles should be limited to no more than ten double-spaced typed pages, and there should be no more than three tables or figures and 25 references. We also encourage brief reports of five typewritten pages or less, with no more than one figure or table and 15 references.