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<p>The ONCARE initiative, as presented by Dou et al., represents a timely and commendable national effort to enhance oncology education within Canadian undergraduate medical curricula. In this letter to the editor, we critically appraise the study’s implications through critical appraisal and contextualize its findings within broader medical education paradigms. While ONCARE significantly improved self-perceived oncology knowledge and clinical communication skills, its limited long-term evaluation, potential selection bias, and underrepresentation of interdisciplinary and psychosocial content warrant discussion. Moreover, we highlight the broader need for oncology to be integrated meaningfully—not only as a specialty interest but as foundational knowledge—across undergraduate education. Drawing on global evidence and frameworks, this letter to the editor encourages stakeholders to consider not just educational access, but systemic curricular reform in oncology education.</p>

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Bridging Gaps or Reinforcing Silos? Reflections on the ONCARE Virtual Oncology Course in Canadian Undergraduate Medical Education

  • 期刊论文

  • 发表日期：

    2025年8月23日

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  • Schawanya Kaewpitoon Rattanapitoon,
  • Patpicha Arunsan,
  • Phornphitcha Pechdee,
  • Nathkapach Kaewpitoon Rattanapitoon

摘要

The ONCARE initiative, as presented by Dou et al., represents a timely and commendable national effort to enhance oncology education within Canadian undergraduate medical curricula. In this letter to the editor, we critically appraise the study’s implications through critical appraisal and contextualize its findings within broader medical education paradigms. While ONCARE significantly improved self-perceived oncology knowledge and clinical communication skills, its limited long-term evaluation, potential selection bias, and underrepresentation of interdisciplinary and psychosocial content warrant discussion. Moreover, we highlight the broader need for oncology to be integrated meaningfully—not only as a specialty interest but as foundational knowledge—across undergraduate education. Drawing on global evidence and frameworks, this letter to the editor encourages stakeholders to consider not just educational access, but systemic curricular reform in oncology education.