ArticleJournal of cancer education : the official journal of the American Association for Cancer Education2025
Integrating Practice-Changing Studies in Gynaecologic Oncology Through Clinical Illustrations.
Article in Journal of cancer education : the official journal of the American Association for Cancer Education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Authors and funding
8 authors.
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Abstract
Advances in gynaecologic oncology research lead to continuous updates in clinical guidelines. However, undergraduate medical education often lacks in-depth coverage of recent developments, limiting students' preparedness for evidence-based management of gynaecological cancers. This study aimed to bridge the educational gap by integrating case-based analyses of practice-changing studies into the undergraduate obstetrics and gynaecology course. We aimed to enhance students' understanding of relevant gynaecologic oncology concepts and improve their skills in analysing scientific literature related to cancer management. An educational method was introduced to 5th-year medical students (n = 46) over a 2-week course. Using clinical case scenarios, students were presented with examples of practice-changing trials along with research findings incorporated into clinical practice. Following the course, 36 students completed a feedback survey evaluating their knowledge and research interpretation skills before and after the course. Descriptive statistical methods and Fisher's exact test were used to assess students' self-reported knowledge improvement. There were significant increases in students' self-reported knowledge level on the covered topics, including a distinction between chemotherapy types (p < 0.0001), surgical treatment (p < 0.0001), maintenance therapy in ovarian cancer (p < 0.0001), molecular classification (p < 0.0001) and immunotherapy in endometrial cancer (p < 0.0001). Understanding of inclusion criteria and endpoints in scientific articles also improved, rising from 22 to 86% (p < 0.0001, OR 21, 95% CI 5.62-78.48). Incorporating practice-changing studies into clinical teaching significantly enhances students' perceived comprehension of gynaecologic oncology and strengthens their self-reported research interpretation skills. This methodological approach highlights the value of connecting case-based learning with current research.
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Registered trials
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