The most profound outcome of CATCHUM
has been the project's catalytic stimulus for self-critical examinations of the cancer
curriculum at each school. This scrutiny has led to curricular change and
innovation. Levels of involvement, interest, and collaboration among deans, department
chairs, curriculum committee members, and key faculty have risen clearly. Curricular
content on cancer prevention and control has been enhanced at a faster rate than would
otherwise have occurred. Problem-based learning activities using standardized patient
problems are being planned. The pool of key faculty is growing as new members are added
and trained annually in faculty development workshops. Evidence shows that students are
performing better on the United States Medical Licenser Examination and on clinical
evaluation exercises that test knowledge and skills of cancer screening and detection.
Finally, initiatives that address unique educational issues pertaining to cancer
prevention and control at each school are taking shape.
The CATCHUM Project has spilled over to affect teaching
strategies in other disciplines as well as in cancer prevention and control.
For example, at the University of Texas Southwestern Medical School at Dallas, the CATCHUM
Project was among various factors that led to a major curriculum review. Aiming to develop
an integrated curriculum based on the interrelationships among the basic and clinical
sciences, the reviewers identified core curriculum components, determined the sequence and
relationship of these components, developed content outlines of integrated components,
selected instructional methods to achieve mastery of the curricular content, and
determined types, levels, and skills of the clinical and basic science faculty required.
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