Browsing by Subject "learning objectives"

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    ESMO / ASCO Recommendations for a Global Curriculum in Medical Oncology Edition 2016
    (BMJ Publishing Group, 2016) Dittrich, Christian; Kosty, Michael; Jezdic, Svetlana; Pyle, Doug; Berardi, Rossana; Bergh, Jonas; El-Saghir, Nagi; Lotz, Jean-Pierre; Österlund, Pia; Pavlidis, Nicholas; Purkalne, Gunta; Awada, Ahmad; Banerjee, Susana; Bhatia, Smita; Bogaerts, Jan; Buckner, Jan; Cardoso, Fatima; Casali, Paolo; Chu, Edward; Close, Julia Lee; Coiffier, Bertrand; Connolly, Roisin; Coupland, Sarah; De Petris, Luigi; De Santis, Maria; de Vries, Elisabeth G. E.; Dizon, Don S.; Duff, Jennifer; Duska, Linda R.; Eniu, Alexandru; Ernstoff, Marc; Felip, Enriqueta; Fey, Martin F.; Gilbert, Jill; Girard, Nicolas; Glaudemans, Andor W. J. M.; Gopalan, Priya K.; Grothey, Axel; Hahn, Stephen M.; Hanna, Diana; Herold, Christian; Herrstedt, Jørn; Homicsko, Krisztian; Jones, Dennie V.; Jost, Lorenz; Keilholz, Ulrich; Khan, Saad; Kiss, Alexander; Köhne, Claus-Henning; Kunstfeld, Rainer; Lenz, Heinz-Josef; Lichtman, Stuart; Licitra, Lisa; Lion, Thomas; Litière, Saskia; Liu, Lifang; Loehrer, Patrick J.; Markham, Merry Jennifer; Markman, Ben; Mayerhoefer, Marius; Meran, Johannes G.; Michielin, Olivier; Moser, Elizabeth Charlotte; Mountzios, Giannis; Moynihan, Timothy; Nielsen, Torsten; Ohe, Yuichiro; Öberg, Kjell; Palumbo, Antonio; Peccatori, Fedro Alessandro; Pfeilstöcker, Michael; Raut, Chandrajit; Remick, Scot C.; Robson, Mark; Rutkowski, Piotr; Salgado, Roberto; Schapira, Lidia; Schernhammer, Eva; Schlumberger, Martin; Schmoll, Hans-Joachim; Schnipper, Lowell; Sessa, Cristiana; Shapiro, Charles L.; Steele, Julie; Sternberg, Cora N.; Stiefel, Friedrich; Strasser, Florian; Stupp, Roger; Sullivan, Richard; Tabernero, Josep; Travado, Luzia; Verheij, Marcel; Voest, Emile; Vokes, Everett; Von Roenn, Jamie; Weber, Jeffrey S.; Wildiers, Hans; Yarden, Yosef; Department of Medicine, School of Medicine
    The European Society for Medical Oncology (ESMO) and the American Society of Clinical Oncology (ASCO) are publishing a new edition of the ESMO/ASCO Global Curriculum (GC) thanks to contribution of 64 ESMO-appointed and 32 ASCO-appointed authors. First published in 2004 and updated in 2010, the GC edition 2016 answers to the need for updated recommendations for the training of physicians in medical oncology by defining the standard to be fulfilled to qualify as medical oncologists. At times of internationalisation of healthcare and increased mobility of patients and physicians, the GC aims to provide state-of-the-art cancer care to all patients wherever they live. Recent progress in the field of cancer research has indeed resulted in diagnostic and therapeutic innovations such as targeted therapies as a standard therapeutic approach or personalised cancer medicine apart from the revival of immunotherapy, requiring specialised training for medical oncology trainees. Thus, several new chapters on technical contents such as molecular pathology, translational research or molecular imaging and on conceptual attitudes towards human principles like genetic counselling or survivorship have been integrated in the GC. The GC edition 2016 consists of 12 sections with 17 subsections, 44 chapters and 35 subchapters, respectively. Besides renewal in its contents, the GC underwent a principal formal change taking into consideration modern didactic principles. It is presented in a template-based format that subcategorises the detailed outcome requirements into learning objectives, awareness, knowledge and skills. Consecutive steps will be those of harmonising and implementing teaching and assessment strategies.
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    Helping scholars advance their research agenda
    (2022) Killian, Larita J.; Garcia Agreda, Sergio; Pérez Escobar, Mariana; IUPUC Business
    We developed a qualitative research workshop to help full-time and part-time faculty develop or recharge their skills and advance their research agenda. Though originally designed for faculty, the workshop attracted graduate students and administrators (many who serve in dual roles). The workshop is condensed, comprising several hours of individual preparation and ten hours of group activities, and it covers the following learning objectives: position your research question within a research paradigm, identify and manage ethical issues, select a qualitative model for your research, plan data collection techniques, collect and code your data, and identify strategies for success. Though intended to be inspirational and motivational, this goal is also realistic and relevant, and has proven to boost qualitative research activity. Based on currently available evidence, the workshop is effective in helping faculty, administrators, and graduate students advance their research agenda. We anticipate this conclusion will be sustained as systematic evaluation data becomes available.