Immersive Connectivism Learning in Neuro-oncology: A Curriculum Innovation Initiative
Alissa Thomas1, Lauryn Hemminger2, Justin Jordan3, Rajiv Magge4, Kathryn Nevel5, Lauren Schaff6, Roy Strowd7, Nimish Mohile8
1Neurological Sciences, University of Vermont Medical Center, 2Neurology, Strong Memorial Hospital, 3Neurology, Massachusetts General Hospital, 4Neurology, Weill Cornell Brain Tumor Center, 5Neurology, Indiana University School of Medicine, 6Neurology, Memorial Sloan Kettering Cancer Center, 7Neurology, Wake Forest School Of Medicine, 8Neurology, University of Rochester Medical Center
Objective:
We created an immersed collaborative learning curriculum in Neuro-Oncology delivered in an interactive retreat format for residents and evaluated its impact on skills, knowledge, and specialty choice.
Background:
Many neurology residents have limited exposure to neuro-oncology. Immersed collaborative learning encourages residents to explore uncommon specialties, learn core skills relevant to neurology, and supplement their education, while connecting with external mentors and resident peers.
Design/Methods:
A two-day immersive curriculum was designed employing multiple teaching formats, including “chalk talks”, case-based learning, mock tumor board, role play, small group discussion, and an escape room. Topics included brain tumor diagnosis and management, patient experience and communication, clinical trial design, research innovations, and career development. Course objectives were evaluated by pre-/post-design of resident reactions (Kirkpatrick Level 1), self-reported change in knowledge (Kirkpatrick Level 2). Open-ended comments were collected.
Results:
Nineteen residents from the US and Canada (PGY2=9, PGY3=10) participated. Surveys were completed by all participants. Four participants came from programs with no neuro-oncology faculty. 58% were >50% certain about a career in neuro-oncology before the program, and after, 93% were more inclined or equally confident about a neuro-oncology career. All residents reported that because of the experience they will be “better able to have difficult conversations with patients”, “can better take care of neuro-oncology patients”, “better understand brain tumors and their management” and “better understand the clinical practice of neuro-oncology.” All residents reported that the content was “just right” for their level. 64% reported increased interest in research post-program. Open-ended comments demonstrated the benefit of structured training on communication skills. Residents expressed appreciation for mentorship and networking.
Conclusions:
For neurological subspecialties not represented in all neurology programs, an immersive learning program gives residents exposure to rare subspecialities, the opportunity to learn communication skills, explore career opportunities, and build relationships outside of their program.