1184 - Interactive Contouring Sessions Using the iConTutor Software Platform: Effects on Medical Student Knowledge and Interest in Radiation Oncology
Presenter(s)
B. LaCombe1, M. E. Orr1, K. Daniels1, Y. Luo2, J. Lu3, M. Yarmand4, A. Felix Campos1, N. Weibel5, M. Arbab6, J. D. Murphy7, and M. Sherer8; 1Department of Radiation Medicine and Applied Sciences, UC San Diego, La Jolla, CA, 2Department of Computer Science, UC Santa Barbara, Santa Barbara, CA, 3Department of Data Science, UC San Diego, La Jolla, CA, 4College of Computing and Informatics, UNC Charlotte, Charlotte, NC, 5Department of Computer Science and Engineering, UC San Diego, La Jolla, CA, 6Department of Radiation Oncology, University of Texas Southwestern Medical Center, Dallas, TX, 7Department of Radiation Medicine and Applied Sciences, Center for Health Equity Education and Research, University of California, San Diego, La Jolla, CA, 8Department of Radiation Medicine and Applied Sciences, University of California San Diego, La Jolla, CA
Purpose/Objective(s):
Radiation oncology is niche field that is often undiscovered by medical students during training. The essential skill of contouring is often not explored until residency. An online contouring tool (iConTutor) was recently developed and launched to help teach these skills on practice patient cases with real-time feedback. An interactive teaching seminar was designed for medical students to elucidate the practice of radiation oncology and expose them to the basics of anatomy and contouring.
Materials/Methods:
One-hour educational sessions were led by attending physicians in-person and virtually. Content included a basic review of contouring and computed tomography (CT) anatomy for a case of post-mastectomy RT for breast cancer. Students completed several contouring tasks on a standard case utilizing the iConTutor platform, which displays DICOM images with standard contouring functionalities and several coaching tools for real-time, personalized feedback. Coaching tools include changes in brush color, on screen arrows depicting critical regions to avoid or include, and color coded dots along user contours that help guide them to the correct volumes.
Surveys were collected before and after the session measuring responses to 3 multiple choice CT anatomy questions, which were different between the pre and post-tests. Participants also completed 5 point Likert-scale questions (1= low confidence/interest/understanding) rating interest in pursuing radiation oncology, understanding of the treatment planning process, and engagement with the contouring tool. Statistical analysis was performed with an independent samples t-test (Welch’s t-test) since the pre and post tests were not linked to individual respondents.
Results:
A total of 61 medical students at UC San Diego and UT Southwestern participated in the study. A majority (n=40) were first year medical students. All 61 medical students completed the pre-intervention survey. Of these, 42 completed the post-intervention assessment.
After completing the teaching session, the number of correct responses to the 3 anatomy questions improved from a mean (±SD) of 1.49 (±.83) to 2.10 (± .88), p <.001. On the Likert scale questions, interest in radiation oncology increased from 2.77 (±1.24) to 3.29 (±1.27), p=0.065. General understanding of contouring & planning improved from 1.11(±1.24) to 3.33 (±0.93), p<.001. Finally, comfort with CT cross-sectional anatomy improved from 1.72 (±1.05) to 2.78 (±0.96), p<.001.
Conclusion:
Interactive educational sessions utilizing the iConTutor platform significantly improved both subjective and objective cross sectional CT anatomy knowledge among medical students. They also enhanced understanding of the radiation treatment planning process. This tool adds a significant value in medical training and exposure of trainees to the field of radiation oncology.