PDF(Pubmed)
Abstract：
UNASSIGNED: With the shift towards person-centered care (PCC) in oncology, there is a need for parallel evolution of oncology education programs to prepare the next generation of health professionals to deliver effective PCC. These programs should be designed utilizing perspectives from individuals who have lived experience with cancer to ensure that changes to education curricula translate to improved PCC in the clinic.
UNASSIGNED: Our goal was to identify existing literature describing such programs as well as identify gaps for further development.
UNASSIGNED: Keywords were agreed upon and searched across Ovid Medline, Ovid Embase, ERIC, Google Scholar, and MedEdPORTAL databases. Duplicates were removed, unique articles were screened for relevance by title and abstract, and a full text review of each article was completed for validation. Included articles describe methods for involving people with cancer in developing and/or delivering oncology-focused education programs.
UNASSIGNED: In total, 15 articles describing 12 unique oncology education programs from 7 different countries were identified, reviewed, and summarized. These programs involved learners undertaking undergraduate medical education, postgraduate medical education, continuing medical education, or training as nurses or radiation therapists. Current literature indicates that classroom-based sessions, experiential or simulated learning modalities, and/or asynchronous online modules can all feasibly be created with the integration of perspectives/narratives of people with cancer. Furthermore, involving people with cancer directly in the design and/or delivery of these education programs may contribute to improved patient experiences.
UNASSIGNED: Including the perspectives of people with cancer directly in oncology curriculum development and delivery can improve established pedagogical approaches and enhance learner confidence and competency in delivering PCC. We provide recommendations for stepwise implementation of patient perspectives into oncology education, with the hope that future programs will better prepare and motivate learners to provide PCC aimed at improving cancer care, quality of life, and disease outcomes.
UNASSIGNED: Our goal was to identify existing literature describing such programs as well as identify gaps for further development.
UNASSIGNED: Keywords were agreed upon and searched across Ovid Medline, Ovid Embase, ERIC, Google Scholar, and MedEdPORTAL databases. Duplicates were removed, unique articles were screened for relevance by title and abstract, and a full text review of each article was completed for validation. Included articles describe methods for involving people with cancer in developing and/or delivering oncology-focused education programs.
UNASSIGNED: In total, 15 articles describing 12 unique oncology education programs from 7 different countries were identified, reviewed, and summarized. These programs involved learners undertaking undergraduate medical education, postgraduate medical education, continuing medical education, or training as nurses or radiation therapists. Current literature indicates that classroom-based sessions, experiential or simulated learning modalities, and/or asynchronous online modules can all feasibly be created with the integration of perspectives/narratives of people with cancer. Furthermore, involving people with cancer directly in the design and/or delivery of these education programs may contribute to improved patient experiences.
UNASSIGNED: Including the perspectives of people with cancer directly in oncology curriculum development and delivery can improve established pedagogical approaches and enhance learner confidence and competency in delivering PCC. We provide recommendations for stepwise implementation of patient perspectives into oncology education, with the hope that future programs will better prepare and motivate learners to provide PCC aimed at improving cancer care, quality of life, and disease outcomes.
摘要：
■随着肿瘤学向以人为本的护理（PCC）的转变，需要肿瘤学教育计划的并行发展，为下一代卫生专业人员做好准备，以提供有效的PCC。这些计划的设计应利用患有癌症的个人的观点，以确保教育课程的变化转化为临床中改进的PCC。
■我们的目标是找出描述此类程序的现有文献，并找出进一步发展的差距。
■在OvidMedline上商定并搜索了关键字，OvidEmbase,ERIC,谷歌学者，和MedEdPORTAL数据库。已删除重复项，通过标题和摘要筛选了独特的文章的相关性，并完成每篇文章的全文审查以进行验证。包括的文章描述了使癌症患者参与开发和/或提供以肿瘤学为重点的教育计划的方法。
■总共，确定了15篇文章，描述了来自7个不同国家的12个独特的肿瘤学教育计划，reviewed,并总结。这些课程涉及承担本科医学教育的学习者，研究生医学教育，继续医学教育，或培训为护士或放射治疗师。目前的文献表明，以课堂为基础的会议，体验式或模拟式学习方式，和/或异步在线模块都可以通过整合癌症患者的观点/叙述来创建。此外，让癌症患者直接参与这些教育计划的设计和/或实施可能有助于改善患者体验。
■在肿瘤学课程开发和交付中直接包括癌症患者的观点，可以改善既定的教学方法，并增强学习者在交付PCC方面的信心和能力。我们为逐步将患者观点纳入肿瘤学教育提供建议，希望未来的计划将更好地准备和激励学习者提供旨在改善癌症护理的PCC，生活质量,和疾病结果。
■我们的目标是找出描述此类程序的现有文献，并找出进一步发展的差距。
■在OvidMedline上商定并搜索了关键字，OvidEmbase,ERIC,谷歌学者，和MedEdPORTAL数据库。已删除重复项，通过标题和摘要筛选了独特的文章的相关性，并完成每篇文章的全文审查以进行验证。包括的文章描述了使癌症患者参与开发和/或提供以肿瘤学为重点的教育计划的方法。
■总共，确定了15篇文章，描述了来自7个不同国家的12个独特的肿瘤学教育计划，reviewed,并总结。这些课程涉及承担本科医学教育的学习者，研究生医学教育，继续医学教育，或培训为护士或放射治疗师。目前的文献表明，以课堂为基础的会议，体验式或模拟式学习方式，和/或异步在线模块都可以通过整合癌症患者的观点/叙述来创建。此外，让癌症患者直接参与这些教育计划的设计和/或实施可能有助于改善患者体验。
■在肿瘤学课程开发和交付中直接包括癌症患者的观点，可以改善既定的教学方法，并增强学习者在交付PCC方面的信心和能力。我们为逐步将患者观点纳入肿瘤学教育提供建议，希望未来的计划将更好地准备和激励学习者提供旨在改善癌症护理的PCC，生活质量,和疾病结果。
