- مبلغ: ۸۶,۰۰۰ تومان
- مبلغ: ۹۱,۰۰۰ تومان
Objectives: Cancer care requires both accurate pathologic diagnosis as well as pathologic cancer staging. We evaluated three approaches to training pathologists in subSaharan Africa to perform pathologic cancer staging of breast, cervix, prostate, and colorectal cancers. Methods: One of three training methods was used at each workshop: didactic, case-based testing (CBT), or a blended approach. The project involved 52 participants from 16 pathology departments in 11 countries in East, Central, and Southern Africa. Evaluation of each method included preand postworkshop knowledge assessments, online pre- and postworkshop surveys of practice changes at the individual and institutional levels, and selected site visits. Results: While CBT resulted in the highest overall average postassessment individual scores, both CBT and blended approaches resulted in 19% increases in average scores from pre- to postworkshop assessments. Institutions that participated in the blended workshop had increased changes in practice as indicated by the institutional survey. Conclusions: Both CBT and a blended approach are effective methods for training pathologists in pathologic cancer staging. Both are superior to traditional lectures alone.
In general, when surveyed, faculty members felt that the CBT and blended workshops were more effective compared with the lecture-based workshop. The improved performance on the postcourse assessment would support the subjective impression that participants were more enthusiastic and invested while working through the cases. While the CBT workshop was less comprehensive compared with the lecture-based workshop, participants are thought to have learned and retained more information as a result of increased engagement. It is important to consider other variables that could have contributed to the differences in scores. The groups of participants necessarily had to be different for the three workshops, and the differences between these groups, although they were matched for characteristics to the extent possible, could have affected the scores. Thus, it is important to consider the baseline scores from the preassessments when evaluating the results from the workshops. The successful aspects of the lecture-based workshop, as reported by the faculty, included easier time management, assurance of the uniformity of the educational experience, and the comprehensive and systematic nature of the teaching style.