MedEdPORTAL (Aug 2013)
Oral Cancer
Abstract
Abstract The information contained in the four modules is intended to allow the practicing clinician to diagnose and stage oral cancer at the earliest possible time so as to increase the patient's prognosis. These modules are intended for medical professionals. This information is applicable for both the generalist and specialist. The Oral Cancer modules contain PowerPoint presentations that are case-based in content. The clinical cases should be viewed slowly and in an orderly fashion to permit the user to analyze the case and arrive to correct answers. Included in each Oral Cancer module are handouts with supplemental material to augment the PowerPoint slide presentations. Each module is composed of theory and case-based exercises. The cases have slides with questions related to the salient learning objectives for each case. The questions should be answered before proceeding to the next series of slides. With a left click, the answers can be confirmed. The supplemental material should be reviewed by the faculty prior to implementation, so as to ensure that the faculty are prepared to answer questions and discussing the cases with the students. The modules may be completed in 6 hours. It is necessary to give time for the students to analyze and discuss each case. At times, it may be necessary to review previous slides to ensure that the medical history and clinical examination are understood prior to answering the questions. To maximize the learning outcomes during the use of these modules, it is important to emphasize the differential diagnosis and explain the reason why the students' tentative diagnoses are either appropriate and inclusive, or inappropriate and missing key pathologic entities. The interaction between the faculty and the students, and between the students themselves, increases interest, motivation, and learning outcomes when viewing this program. The material has been successfully tested in the classroom. Evaluations by the students are excellent. However, one concern was that some of the questions require knowledge obtained in other lectures. The main limitation is the rapid obsolescence of techniques, screening tools, treatment, and assessment of prognosis.
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