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Small Private Online Course in Teaching Oncology—Feedback After 1 Year: What Lessons?

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Abstract

In response to the complexity of medical care in oncology, 2 years ago, we designed a new teaching method (SPOC, Small Private Online Course) to improve cancer treatment and its management by emphasizing the community-hospital interface. The educational objective of this study was to evaluate after 1 year if the interest for this teaching remained constant over the long term to meet both educational and financial requirements. We designed a questionnaire including 18 questions grouped in 3 main parts describing the profile of the participants, his/her own experience, and the current utilization of the SPOC. Of 1574 participants of the 2 first sessions, 182 (11.5%) completed the questionnaire after 1 year. The majority of respondents were between the ages of 31 and 60 and belonged to a paramedical group (47.81%). After 1 year, 84.6% participants were satisfied or very satisfied with the content of the SPOC, 83.6% would recommended it, and 67% would be interested in using an updated SPOC again. Only 4.9% kept some contacts with other participants and 4.9% with teachers. 31.3% considered that the SPOC had a medium impact on their professional activity, 33.5% a lot, and 2.7% completely whereas 24.7% considered that it had little impact. The evaluation at 1 year showed that this digital learning method had a global positive impact on the professional practice of the participants. This study highlighted the empowerment of participants after this kind of teaching, but the network between participants was not enhanced.

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Acknowledgments

We acknowledge the professionals who participated in this SPOC: Emmanuelle Arfé, Roland Bugat, Eric Chetaille, Martine Delannes, Frédéric Despiau, Corinne Grino-Hannotel, Dany Labant, Jean-Jacques Morfoisse, Veronique Pelagatti-Charrade, Fabrice Pereira, Elodie Perez, Bruno Rokoszak, and Virgile Samson.

This SPOC was supported by the education department of the Cancer Pharmacology of Toulouse-Oncopole and Region (CAPTOR (ANR-11-PHUC-001: CAPTOR)) program, a large research project devoted to innovate, evaluate, and market anticancer medications, and for all training courses linked to these domains. The project CAPTOR was financed by the French National Research Agency (“Investissements d’Avenir”) and has been delivered to Toulouse III – Paul Sabatier University and to all its partners: the Toulouse Cancer Research Center (CRCT), the University Hospital of Toulouse (CHU de Toulouse), and the Institute Claudius Regaud (ICR). Thinkovery-Smart Digital Learning Agency, Nantes, France, specializing in MOOC/SPOC, helped with our project videos and the quizzes and tests.

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Authors and Affiliations

  1. Surgery Oncology Department, Centre Hospitalier Universitaire Toulouse, Institut Universitaire du Cancer de Toulouse-Oncopole, Toulouse, France

    Charlotte Vaysse & Elodie Chantalat

  2. Université Paul Sabatier Toulouse III, Toulouse, France

    Charlotte Vaysse, Fabien Despas, Elodie Chantalat, Elie Serrano, Odile Beyne-Rauzy & Marie-Eve Rougé-Bugat

  3. PHUC CAPTOR WP4 Research Program, Université Paul Sabatier Toulouse III, Institut Universitaire du Cancer de Toulouse – Oncopole, Toulouse, France

    Anne-Laure Fize

  4. Medical and Clinical Pharmacology Unit, Centre Hospitalier Universitaire Toulouse, Toulouse, France

    Fabien Despas

  5. Department of Internal Medicine, Centre Hospitalier Universitaire Toulouse, Université Paul Sabatier Toulouse III, Toulouse, France

    Odile Beyne-Rauzy

  6. General Practice Department, Université Paul Sabatier Toulouse III, Toulouse, France

    Marie-Eve Rougé-Bugat

Authors
  1. Charlotte Vaysse
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  2. Anne-Laure Fize
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  3. Fabien Despas
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  4. Elodie Chantalat
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  5. Elie Serrano
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  6. Odile Beyne-Rauzy
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  7. Marie-Eve Rougé-Bugat
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Correspondence to Charlotte Vaysse.

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Vaysse, C., Fize, AL., Despas, F. et al. Small Private Online Course in Teaching Oncology—Feedback After 1 Year: What Lessons?. J Canc Educ 36, 65–71 (2021). https://doi.org/10.1007/s13187-019-01598-z

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  • DOI: https://doi.org/10.1007/s13187-019-01598-z

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