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Published in: Journal of Cancer Education 1/2017

01-03-2017

Cultivating Interest in Oncology Through a Medical Student Oncology Society

Authors: Ankit Agarwal, Aishwarya Shah, Shannon Byler, Ariel E. Hirsch

Published in: Journal of Cancer Education | Issue 1/2017

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Abstract

The purpose of this descriptive analysis is to describe a formal method to foster interest in oncology among medical students through a Student Oncology Society (SOS). The SOS is a student-run multidisciplinary interest group that offers oncology-related events to interested medical students at the Boston University School of Medicine (BUSM). We employed a student survey to document the impact of the SOS on student interest in careers in oncology and students’ perceived accessibility of mentors in oncology at our institution. All 35 students who attended the event reported that they found the discussion panels “valuable” or “somewhat valuable.” A minority of students reported that student and faculty were “somewhat accessible” or “very accessible.” At the end of the survey, 37 % of the students reported that a discussion of career paths of various physicians or a student/resident panel on oncology would be beneficial. By giving students an opportunity to learn about the different medical and surgical specialties within oncology, the SOS is able to cultivate early interest and understanding of the field of oncology among pre-clinical medical students. Further work must be done to connect medical students to faculty mentors in oncology. Although this short report provides a model for other medical schools to begin their own student oncology interest groups, further rigorous evaluation of pre-clinical oncology education initiatives are necessary in order to document their long-term impact on medical education.
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Metadata
Title
Cultivating Interest in Oncology Through a Medical Student Oncology Society
Authors
Ankit Agarwal
Aishwarya Shah
Shannon Byler
Ariel E. Hirsch
Publication date
01-03-2017
Publisher
Springer US
Published in
Journal of Cancer Education / Issue 1/2017
Print ISSN: 0885-8195
Electronic ISSN: 1543-0154
DOI
https://doi.org/10.1007/s13187-015-0902-4

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