Multimodality, Online Oncology Learning Curriculum: An Adaptable, Asynchronous Learning Resource

Abstract

Background/Objective: Dedicated educational sessions can improve residents’ interest in a career in oncology. Challenges remain with creating effective learning resources tailored to multiple learning styles on busy oncology rotations. Here, we aimed to build an effective and adaptable oncology curriculum for learners using online, multimodality, and interactive learning tools and resources. Methods: Using the Canvas® online learning management system, modules covering specific cancer types were created, each with a pre-survey to assess learners’ evaluation of their own knowledge and comfort of the specific cancer type, a brief video or audio file covering high-yield material about the cancer type, interactive case-based questions to review and reinforce content, and a post-survey to assess the change in knowledge and comfort in clinical application of the material. As initial modules were built, learner preference for module style was evaluated and subsequent modules were adapted based on that feedback. Pre- and post-surveys were rated on a 5-point Likert scale. Median values and interquartile ranges are reported. A one-sided t-test was used to compare responses. Results: Two initial modules were created. The lung cancer module included a high-yield voice-over PowerPoint presentation followed by interactive, case-based questions. The breast cancer module used a high-yield podcast with accompanying note handout followed by interactive case-based questions. After the completion of these two modules, six learners completed a ranking for preference of module learning style. Four learners preferred voice-over PowerPoint with case-based questions afterward, while the other two preferred upfront cases to work through followed by a voice-over PowerPoint for reinforcement. Of the listed module styles, a podcast was preferred the least. With this feedback, two additional modules were created, one with cases before a PowerPoint and another voice-over PowerPoint followed by cases. Overall, 21 learners have completed both pre- and post-survey responses for comparison. Median rating of the learners’ knowledge of a specific cancer type increased from 2-Fair (2) on the pre-survey to 4-Agree (1) after completing the learning module (p<0.001). All learners felt more comfortable with their clinical application of the cancer topic after completing the module, median 2(2) on pre-survey vs. 4(1) on post-survey (p<0.001). Median rating for feeling that knowledge of the specific cancer type increased after the module was 4-Agree (3). Discussion/Conclusions: Using learning science principles and an adaptive framework, this online, asynchronous oncology curriculum has resulted in improvements in learners’ perceived knowledge and clinical application of oncology topics. Further modules are being created and adapted in response to learners’ feedback.