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Purpose <p>The increasing importance of radiation oncology (RO) education worldwide drives a&#xa0;need for modernization of university curricula, particularly in anticipation of the new Licensing Regulation for Physicians (<i>Ärztliche Approbationsordnung</i>, ÄApprO) in Germany. This study evaluates RO education at four German medical schools and compares student perspectives with the recommendations of the academic radiation oncology consortium of the German Society of Radiation Oncology (<i>Deutsche Gesellschaft für Radioonkologie</i>, DEGRO) in order to highlight gaps and opportunities for curriculum improvement.</p> Methods <p>A&#xa0;cross-sectional survey was conducted among medical students from the universities in Aachen, Bonn, Cologne, and Düsseldorf (ABCD) from January to June 2022. The standardized digital questionnaire included 31&#xa0;questions (Likert scale and open-ended items) assessing teaching quality, learning formats, and practical relevance. Descriptive and thematic analyses were performed.</p> Results <p>A&#xa0;total of 152 fully completed surveys were analyzed. Most students (76%) reported the use of clinical case examples, but only 13% had direct patient contact. Small-group teaching and hybrid learning formats were preferred. ABCD students emphasized the need for clearer learning objectives and improved differentiation of RO from related disciplines. While 50% supported increased semester hours, opinions were divided. Findings were largely consistent with DEGRO’s recommendations, though discrepancies were observed in the organization of RO within medical curricula.</p> Conclusion <p>This study identified key areas for improving RO education, including clearer learning objectives, more interactive and clinically relevant teaching, and increased opportunities for hands-on experience. Integrating these student-informed recommendations into future curriculum reforms may enhance training quality, promote engagement, and support interest in RO as a&#xa0;career.</p>

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Assessing the quality of radiation oncology education in four German medical schools: a student perspective and comparison with DEGRO recommendations

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月21日

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  • Philipp Linde,
  • Frauke Lang,
  • Christiane Matuschek,
  • Marsha Schlenter,
  • Davide Scafa,
  • Judith Neuwahl,
  • Matthias Mäurer,
  • Michael Oertel,
  • Hendrik Dapper,
  • Emmanouil Fokas,
  • Marie Klein,
  • Christian Baues

摘要

Purpose

The increasing importance of radiation oncology (RO) education worldwide drives a need for modernization of university curricula, particularly in anticipation of the new Licensing Regulation for Physicians (Ärztliche Approbationsordnung, ÄApprO) in Germany. This study evaluates RO education at four German medical schools and compares student perspectives with the recommendations of the academic radiation oncology consortium of the German Society of Radiation Oncology (Deutsche Gesellschaft für Radioonkologie, DEGRO) in order to highlight gaps and opportunities for curriculum improvement.

Methods

A cross-sectional survey was conducted among medical students from the universities in Aachen, Bonn, Cologne, and Düsseldorf (ABCD) from January to June 2022. The standardized digital questionnaire included 31 questions (Likert scale and open-ended items) assessing teaching quality, learning formats, and practical relevance. Descriptive and thematic analyses were performed.

Results

A total of 152 fully completed surveys were analyzed. Most students (76%) reported the use of clinical case examples, but only 13% had direct patient contact. Small-group teaching and hybrid learning formats were preferred. ABCD students emphasized the need for clearer learning objectives and improved differentiation of RO from related disciplines. While 50% supported increased semester hours, opinions were divided. Findings were largely consistent with DEGRO’s recommendations, though discrepancies were observed in the organization of RO within medical curricula.

Conclusion

This study identified key areas for improving RO education, including clearer learning objectives, more interactive and clinically relevant teaching, and increased opportunities for hands-on experience. Integrating these student-informed recommendations into future curriculum reforms may enhance training quality, promote engagement, and support interest in RO as a career.