Introduction: Older adults comprise the majority of patients with cancer yet prior studies report that most oncology trainees never receive geriatric oncology (GO) teaching. Although international societies have incorporated GO into global curricula, it is unclear whether GO teaching has increased. Understanding how GO training is currently delivered and how trainees perceive such training will help educators identify and address gaps to optimize care of older adults.
Materials and methods: An explanatory sequential mixed methods design of a survey followed by semi-structured interviews of current trainees and recent graduates of Canadian medical oncology programs was conducted. Survey results were summarized using descriptive statistics. Factors associated with attitudes towards learning about GO and comfort caring for older adults were analyzed. Qualitative interviews were thematically analyzed with the results of the survey in mind.
Results: While 76.6% of survey respondents (n = 47) reported receiving some GO teaching, the overall amount is low. Interviewees (n = 22) expanded on survey findings about the perceived learning value and preferred methods for GO training, and overall preparedness for caring for older adults. Specifically, most teaching was opportunistic and informal, with little formal teaching. While respondents reported that learning about older adults was important, this may evolve as trainees enter practice. Participants generally felt comfortable caring for older adults with cancer due to the volume of older adults seen in oncology care, though some acknowledged potential lack of awareness of blind spots. Clinical teaching and application of knowledge were described as essential elements for GO training.
Discussion: While exposure to GO training has increased, formal teaching remains low in comparison to the proportion of older adults oncologists care for. While trainees report feeling comfortable caring for these patients, what is being taught and thus whether trainees are adequately prepared to address the needs of older adults is unclear. Opportunistic learning is valuable but should complement curriculum and assessment, rather than form the foundation of GO training. Future work should formally evaluate GO knowledge and skills and develop strategies to reduce reliance on opportunistic teaching to ensure all oncology trainees are adequately prepared to care for older adults with cancer.
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