A case-based learning program in medical oncology: A trainee-led feasibility study.

Abstract

e21012 Background: Case-based learning (CBL) is widely used in undergraduate medical education, with demonstrable benefits for trainees across multiple domains. There is a paucity of data in the post-graduate setting. A robust training program is essential for specialty trainees in Medical Oncology, yet dedicated educational opportunities are frequently limited by a busy clinical environment. This study aimed to evaluate the feasibility of a post-graduate trainee-led CBL program within a Medical Oncology department at a major cancer center in Australia. Methods: All eligible participants (4 fellows, 2 nurse practitioners (NPs) and 1 post-graduate student NP) were invited to attend weekly CBL sessions over a 20-week period. Feasibility was assessed using 5 of Bowen's key areas: acceptability, demand, implementation, practicality, and integration. A questionnaire was completed by each participant following each session and on conclusion of the program. Researchers performed statistical analysis using Mann-Whitney U tests and conducted thematic and conversation analyses on qualitative data. Results: Of 20 scheduled sessions, 14 (70%) ran as planned. Attendance rate was 66%, most absences being secondary to leave. Sessions averaged 61.4 minutes, with mean preparation time of 24.2 minutes per session. Perceived value was high (9.1/10) and significantly higher with specialist attendance (9.7 vs 8.8, p=0.001). Acceptability scores were excellent (9.4/10). The CBL program more than doubled the number of dedicated educational opportunities for participants. In addition, CBL sessions were rated significantly higher than other concurrent educational opportunities (9.1 vs 8.1, p<0.001). Coding of qualitative data identified the following themes: CBL sessions (1) stimulated relevant and beneficial discussion, (2) were perceived positively, (3) were negatively affected by other clinical commitments, (4) were enhanced by the presence of a specialist, (5) generated a safe space for collaborative learning, (6) were time-efficient and (7) provided practical learning opportunities. Conversation analysis supports that CBL is a positive, supportive, and collaborative way of learning that participants found valuable and enjoyable. Conclusions: A postgraduate, trainee-led CBL program in Medical Oncology can be feasible, well received, and an efficient educational model. It offers a promising complement to traditional specialist-led teaching in a rapidly evolving field where availability of specialist-led educational opportunities may be limited. Future studies could focus on the potential for virtual implementation to allow for collaboration between centers, to the benefit of rural trainees.