Implementation of a novel interdisciplinary pharmacology curriculum in a hematology/oncology fellowship program.

Abstract

9028 Background: Thoroughly understanding cancer therapeutics is a critical component of Hematology/Oncology (HO) training, with pharmacology comprising a large part of the ASCO/ESMO Recommendations for a Global Medical Oncology Curriculum. Prior studies demonstrated that interdisciplinary approaches to education lead to more teamwork and enable learners to gain from multiple perspectives. We created and implemented a novel pharmacology curriculum in our HO fellowship program using a case-based, interdisciplinary format grounded in learning science principles. Methods: We used a pre-post design to evaluate and transform HO fellowship pharmacology training. The pre-existing pharmacology curriculum was organized by drug mechanism of action (MOA) and delivered via a didactic lecture by a pharmacist. HO fellows completed a baseline survey assessing satisfaction and garnering feedback. Based on this feedback, a case-based curriculum was piloted, organized by disease type and given jointly by a pharmacist and clinician. Lectures involved active learning with call and response questions with guidance in treatment decision making, dosing considerations, patient counseling, and toxicity management. This was followed by a post-survey to assess changes in perceptions and effectiveness. Results: 34% of HO fellows filled out the initial survey (11/32) and 17 (53%) completed the post-lecture survey with results in Table 1. Among the 12 post-survey respondents who had attended pharmacology lectures the previous year, all rated the new format as an improvement. Thematic qualitative analysis emphasized increased absorption of material and increased relevance due to clinician inclusion and case-based format. Comments noted the new series as a “marked improvement” and “more clinically relevant.” Conclusions: HO fellows found a case-based, interdisciplinary, disease-specific pharmacology curriculum conducive to learning and retaining information, and a significant improvement over a passive lecture series organized by MOA. The new format increased fellows’ confidence and abilities in managing cancer-directed therapies, and improved perceived skills related to interdisciplinary patient care. This curriculum could serve as a model for implementation at HO fellowship programs in other institutions. Pre- and post-intervention survey results. Pre-survey statement % Agree, n/total I did not retain a significant amount from the lectures 63%, 7/11 I did not find the format conducive to learning 73%, 8/11 I would prefer a case-based approach 91%, 10/11 Post-survey statement The new format is conducive to my learning 94%, 16/17 The interdisciplinary format enhanced my learning 94%, 16/17 The lectures increased my confidence in prescribing/ managing therapies 88%, 15/17 The lectures improved my ability to discuss treatment options with patients/other providers 71%, 12/17