Integrating anatomy training into radiation oncology residency: Considerations for developing a multidisciplinary, interactive learning module for adult learners

• Published in: Anatomical sciences education 2015-03, Vol.8 (2), p.158-165
• Main Authors: Labranche, Leah, Johnson, Marjorie, Palma, David, D'Souza, Leah, Jaswal, Jasbir
• Format: Article
• Language: English
• Subjects: Active Learning; Anatomy; Anatomy - education; Clinical Competence; Comprehension; Cooperative Behavior; Curriculum; Education, Medical, Graduate - methods; Educational Measurement; Educational Status; Female; Formative Feedback; gross anatomy education; Hands on Science; Humans; Instructional Design; Interdisciplinary Approach; Interdisciplinary Communication; Internship and Residency; Knowledge Level; Learning Modules; Male; Medical Education; multidisciplinary; Oncology; Pretests Posttests; Problem-Based Learning; Program Effectiveness; Program Evaluation; radiation oncology; Radiation Oncology - education; Radiology; resident education; Residential Programs; Retention (Psychology); Surveys and Questionnaires; Teaching - methods
• ISSN: 1935-9772; 1935-9780
• DOI: 10.1002/ase.1472

Radiation oncologists require an in‐depth understanding of anatomical relationships for modern clinical practice, although most do not receive formal anatomy training during residency. To fulfill the need for instruction in relevant anatomy, a series of four multidisciplinary, interactive learning modules were developed for a cohort of radiation oncology and medical physics residents. Instructional design was based on established learning theories, with the intent of integrating knowledge of specific anatomical regions with radiology and radiation oncology practice. Each session included presentations by a radiologist and a radiation oncologist, as well as hands‐on exploration of anatomical specimens with guidance from anatomists. Pre‐ and post‐tests distributed during each session showed significant short‐term knowledge retention. According to qualitative surveys and exit interviews, participants felt more comfort’ with delineating structures, gross anatomy, and radiograph interpretation at the end of each session. Overall participant experience was positive, and the modules were considered effective for learning radiologic anatomy. Suggestions for future interventions include more time, increased clinical application, additional contouring practice and feedback, and improved coordination between each of the three disciplines. Results and conclusions from this study will be used to inform the design of a future multi‐day national workshop for Canadian radiation oncology residents. Anat Sci Educ 8: 158–165. © 2014 American Association of Anatomists.