Implementation of a Multidisciplinary Cancer Center Clinical Oncology and Research Symposium for Medical Students, Residents, Fellows and Faculty

Implementation of a Multidisciplinary Cancer Center Clinical Oncology and Research Symposium for Medical Students, Residents, Fellows and Faculty | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Implementation of a Multidisciplinary Cancer Center Clinical Oncology and Research Symposium for Medical Students, Residents, Fellows and Faculty Aronne Schottstaedt, Michele Ward, Lindsay McAlarnen, Philip Flejsierowicz, and 22 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6081991/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 9 You are reading this latest preprint version Abstract Background Medical students, residents, and other learners have limited exposure to oncology, which may lead to inadequate information, misconceptions, and challenges with recruitment efforts into oncology specialties. Furthermore, mentorship and involvement in oncology research can be challenging as these fields often require fellowship training and are not part of core clerkships or curriculum. We designed and implemented a multidisciplinary symposium to enhance exposure, provide education, connect students with mentors, and facilitate oncology research. This approach can also be adapted to multidisciplinary fields outside of oncology. The aim of this manuscript is to provide a roadmap with example content for creation of oncology symposia. Methods The design and implementation of a symposium required recruitment of key stakeholders in the multidisciplinary team, and partnership with administrative staff and relevant institutions. Event promotion was aided by advance registration, social media teams, and sharing of the agenda via email groups, calendars, and newsletters. Date selection, clear expectations for speakers, and day-of logistics were all considered. Pre- and post-surveys were used to evaluate sessions to improve future symposia. Results Two oncology symposia were conducted, with over 50 learners attending across the two symposia. Surveys distributed prior to the event suggested significant interest in clinical oncology and cancer research, with enhanced knowledge and mentorship/research opportunities post-symposia. Conclusion Multidisciplinary, multi-institutional symposia were implemented across two years with improved attendance and favorable results. A roadmap for setting up an initial symposium and subsequent yearly symposia is provided to facilitate implementation of this innovative educational opportunity for learners. Medical Education Symposium Cancer Oncology Multidisciplinary Background Medical students and other trainees have limited exposure to the breadth of oncology and potential oncology specialties, which can limit students’ consideration of different fields when applying to graduate medical education. This concern is compounded in radiation oncology because medical students apply to the residency program directly from medical school, rather than applying to a fellowship program as a resident like most other oncology specialties. Traditionally, radiation oncology was a highly desirable, competitive field. However, starting in 2019, a large number of positions went unfilled, with an increase in subsequent years 1 . While this was due in part to an inappropriate increase in residency slots, misinformation regarding the job market played a crucial role, despite 56% of trainees receiving a position consistent with all their preferences, and 88% receiving their “first choice type of job” 2 . Medical student surveys showed 61% reporting no exposure to radiation oncology, 64% never considering the field, and that the lack of longitudinal care (which is highly prevalent in radiation oncology) was the second most important negative factor dissuading them from the field 3 . Mentorship is crucial in medicine for job satisfaction and is often a key driver for choice of specialty 4 . Involvement in basic or clinical research in oncology, however, can be an additional challenge as many of these fields require fellowship training and are not part of core medical school clerkships or curriculum. Lack of mentorship also plays a role in perpetuating gender inequalities. Women medical students and physicians perceived greater difficulty finding mentors than men 4 , and this disparity is compounded in specialties with less women representation and similarly applies to the gender gap in pursuing research careers 5 . Mentorship of women is vital for career advancement and may help narrow the observed gender gap 6 . While the lack of diversity in general in a field may similarly limit interest and career development, connecting students with mentors early in their career ( e.g. , medical school) may serve as a first step to reduce this gap. Specifically, a multidisciplinary symposium could be implemented to enhance exposure, provide education, connect students with mentors, and facilitate oncology research. The importance of oncology education extends beyond those directly pursuing oncology specialties. A survey of new physicians in the UK found that only 15% of respondents had sufficient knowledge about chemotherapy and radiotherapy, with only 10% feeling prepared to manage oncology emergencies 7 . Furthermore, interns perceived their quality of training relating to incurable cancers as poor, due in part to previous lack of a dedicated oncology curriculum 8 . Educational tools introducing medical students to oncology are underutilized. Few are directed specifically at medical students, focus on the multidisciplinary nature of oncology, or provide an overview of oncology specialties. Furthermore, few connect students to residents/fellows/faculty for mentorship or research opportunities nor adopt a symposium format in the field of oncology. Publications generally are narrow in focus, often on one specific disease site or aspect of care. Publications include head and neck cancer examination 9 , skin cancer detection tools 10 11 , gynecologic oncology topics during third-year clerkships 12 13 14 , pain management 15 16 , and specific cancer cases/modules, including pediatric oncology 17 , breast cancer 18 , prostate bed contouring 19 , HPV management 20 , hematology 21 , tumor lysis syndrome 22 , cholangiocarcinoma 23 , metastatic renal cell carcinoma 24 , chronic myelogenous leukemia 25 , and genetic evaluations 26 . In general, guidance regarding the design and implementation of a symposium is lacking. Some existing symposia publications include topics such as suicide 27 , patient safety 28 , trauma 29 , and research 30 – none of which focus on exposing medical students or other trainees to different specialties or connecting them with mentors and research staff. Methods The design and implementation of a multidisciplinary multi-institutional oncology symposium was conducted in several steps. Our first step was to define the vision for the event. The vision was to create a multidisciplinary, multi-institutional symposium focused on introducing medical students and learners to oncology specialties and connecting students with clinical and research mentors. This vision was accomplished through short presentations by residents and fellows about their specialties (“Overview Lectures of Disciplines”); short lectures by other key multidisciplinary roles (“Multidisciplinary Teams Lecture”); longer research and diversity/outreach lectures (“From Bench to Bedside” and “Equity, Diversity, Inclusion and Belonging Lecture”); lunchtime mentorship meet-and-greet with oncology faculty; and interactive, resident-lead cases with hands-on components. The next, and most important, step is building a team. The core team should, at minimum, consist of a leader with a clinical and research background and an administrator familiar with organizing institution-sponsored events. Our leaders were a radiation oncology resident and the event coordinator at the Medical College of Wisconsin (MCW). Our team was then expanded to include the presenters and additional administrative staff, which was done by email (Appendix A or B). For the “Overview Lectures of Disciplines,” we contacted residents/fellows through appropriate listservs and through personal connections. For our symposium, these included radiation, gynecologic, medical, surgical, and pediatric oncology. One could also consider additional disciplines, such as pathology, radiology, ENT, urology, dermatology, neuro-oncology, cardio-oncology, and palliative medicine. Next, we secured lecturers for the “Multidisciplinary Team Lectures” ( i.e. , non-physician roles in oncology). For our symposium, these included professionals from psychosocial oncology, genetics, and the clinical trials office. One could also consider interpreters, social workers, and pharmacy. We then recruited basic and clinical scientists for the “From Bench to Bedside” discussion and a speaker for the “Equity, Diversity, Inclusion and Belonging Lecture.” We also connected with the medical student leaders of the oncology interest group at our institution who helped with planning, scheduling, and recruiting for attendance. Finally, the event coordinator helped with engaging additional cancer center staff and connecting with the social media team for event promotion (Appendix C). Once the team was established, a date for the symposium was selected. We started this process four months before the event. Date selection should first consider factors that may impact medical student attendance, i.e., proximity to exams, adequate time for promotion, and impact of competing events and activities. It is also important to be aware of large meetings or conferences in oncology that may limit faculty involvement. For our symposia, we picked Saturdays in September. We then created relevant files and registration emails. We created an agenda (Appendix D) to distribute with registration. We were unable to email the entire student body, thus registration (Appendix E) for students was sent via email (Appendix F) to relevant listservs (Appendix G), included in the weekly student newsletter (Appendix H), and promoted on the social media (Appendix I) of the Cancer Center and relevant student group pages. We made our second symposium accessible to students outside of MCW as well. We accomplished this by contacting the oncology and other relevant interest groups at nearby medical schools (i.e., University of Wisconsin School of Medicine and Public Health, Loyola University Chicago, Northwestern University, University of Chicago, and Rush University medical schools). We then set up a separate registration (Appendix J) and email (Appendix K) for residents/fellows/staff interested in attending the lunch portion to network with students, engage in mentorship, and connect with research projects. We sent out email communication and registration for the event two months, one month, and one week prior to the event. Further communication and correspondence occurred by the various interest groups and through inclusion in different medical school schedules and newsletters. Finally, to improve faculty attendance, we individually emailed faculty that we felt may have specific interest in the event as the deadline approached. One to two months before the event, we sent out clear expectations/guidelines for the speakers (Appendix L). This included a speaker list, the duration of each speaker’s talk, and expectations of what should be covered. For the interactive case section, disciplines should be paired in advance. Preparation of the lecture slides, cases, and hands-on activities was delegated to the appropriate individuals. It was important to include a due date for slides, instructions for submission, and an institutional “slide template” if relevant, with subsequent reminder emails. Additional logistics were handled by the event coordinator. These included reserving an appropriately sized room for expected attendance, securing appropriate numbers of chairs/tables (we used round tables), security concerns with public safety, coordinating breakfast and lunch orders (ideally from a local vendor list and considering attendee dietary restrictions/allergies), printing out daily agendas for attendees, and creating table tents for residents/faculty/staff during the lunch period (Appendix M) and for the interactive cases (Appendix N). Also, updated logistic information was sent out via email one week before the event (Appendix O). On the day of the event, we ensured that multiple copies of slide decks were available on a flash drive and an email/online version. It was helpful to trouble-shoot the audio/visual system in advance of the event with information technology services. Example slide decks for the different sections are included (Appendix P-R). We also provided a list of attendees on the projector screen during the lunch period so learners could find the appropriate mentors (Appendix S). The lunch session was followed by interactive cases, in which small groups of learners rotated through case-based, hands-on stations proctored by multidisciplinary teams of mentors from 2–3 different specialties. Some cases were facilitated with PowerPoint for a visual aid, while others were discussed verbally. Wherever possible, additional hands-on simulation activities were also included, such as suturing and dilation and curettage practice. Case length and number should give enough time for each group to complete all cases in the allotted time. Example interactive case PowerPoints are included (Appendix T-V). After the event, surveys were sent to attendees (Appendix W) and staff (Appendix X) by email (Appendix Y and Z) to obtain feedback to improve the event for subsequent years. These surveys could also be used to tailor the event to individual institutions. Educational Objectives By the end of this activity, learners will be able to: Provide a brief overview of oncology physician specialties, including the path through residency/fellowship, patient populations, role in the cancer care team, and “a day in the life” Describe the role of basic, translational, and clinical research in oncology and “a day in the life” of a predominantly research-focused career Discuss the value of a multidisciplinary oncology team in patient care and name key members of this team Explain the importance of Equity, Diversity, Inclusion and Belonging (EDIB) in oncology care and research, and provide an example of the application of this research Make connections with clinical and research staff for future mentoring and research opportunities Understand the general principles of an oncology case, including consultation, work up, management, and relevant hands-on skills Results Registration/Pre-Survey: For our first symposium, we had 13 students/residents/fellows/faculty/administrators involved in planning the event. We had 43 learners register. For our second symposium, we had 15 students/residents/fellows/faculty/administrators involved in planning the event. We had 77 learners register, and an additional six staff members register for the lunch session. For both symposia, when asked “what do you hope to get out of the event”, learners replied “research opportunities,” “novel cancer research developing in the field,” “breadth of research being done at MCW,” “mentorship,” “networking,” “shadowing,” “specialties within oncology and route to apply,” “balancing work and lifestyle,” “pros and cons to different fields,” “learning about multidisciplinary care,” “hands-on skills,” “health disparities in oncology,” and “free food.” Attendance: For our first symposium, 21 learners attended, eleven residents/fellows/faculty were involved as speakers and one administrator was involved in planning. Two additional staff members joined for the lunch session, for a total of 13 residents/fellows/faculty to act as potential clinical and/or research mentors. For our second symposium, 31 learners attended, twelve residents/fellows/faculty were involved as speakers and two administrators were involved in planning. Six additional staff members joined for the lunch session, for a total of 18 residents/fellows/faculty to act as potential clinical and/or research mentors. Feedback: After the first symposium, seven learners filled out the feedback survey (28% M1s, 42% M2s, and 28% M3s). When asked “what did you get out of this event”, learners responded that they learned what a day in the life looks like for different specialties, liked the mix of didactics with small groups, liked the short presentation style, loved hands-on cases, and gained an understanding of physician specialties within oncology as well as an unexpected understanding of adjacent fields involved in the treatment team. 86% of respondents replied that they were “somewhat” or “very likely” to pursue a field in oncology, with 71% reporting “above average” knowledge about fields in oncology. When asked specifically about each section, responses were overwhelmingly positive. Learners felt the symposium should continue to be on a Saturday, though some felt the duration could be condensed. The overall rating for the event was 4.5/5 stars. Constructive criticism of the format included wanting more structured Q & A, noting that some of the multidisciplinary lectures were repeated from other parts of the medical school curriculum, and disappointment regarding running out of time for the last case. After the second symposium, seven learners filled out the feedback survey (42% M1s, 28% M2s, 14% M3s, and 14% graduate students). When asked “what did you get out of this event”, learners responded that they gained knowledge of oncology specialties and career paths, training paths to different specialties, networking, and a desire for additional opportunities to connect with residents in different oncology fields. 70% of respondents replied that they were “somewhat” or “very likely” to pursue a field in oncology, with 71% reporting knowing “above average” about fields in oncology. When asked specifically about each section, people most preferred the “Overview Lecture of Disciplines” and “Interactive Cases” sections, though a minority preferred “From Bench to Bedside” as adding a non-clinical, basic science focus. 23% of respondents reported they were able to connect with faculty of interest, 30% were exposed to new and interesting ideas, and 23% had new opportunities available after meeting with mentors. Learners again felt Saturday was the best day, but some felt the session was too long. The overall rating for the event was 4.8/5 stars. Constructive criticisms included concern related to an exam the following Monday, consideration of splitting the event into multiple smaller events, and a variety of opinions regarding the length and number of interactive cases. Six speakers filled out the feedback survey. All were excited to share clinical and research opportunities and information with learners. All stated they connected with interested learners, with 3/6 having at least one student follow-up to pursue research with them. The overall rating for the event was 5/5 stars. They considered a weekday to be more feasible and believed a more structured Q&A session after talks would be beneficial. After the event, four additional students reached out personally to the lead author regarding research projects and shadowing in radiation oncology. Discussion This manuscript details the steps to follow to design and implement a symposium focused on multidisciplinary clinical oncology and research from the initial conceptualization to the day of implementation and subsequent request for feedback. In this manuscript, the key stakeholders, steps, timelines, email drafts, and example PowerPoints offer an invaluable tool for any institution or group hoping to create their own multidisciplinary oncology symposium. This symposium is unique to our knowledge, the only of its kind outlined in the literature. It has been successful in exposing medical students, residents, and other learners to oncology specialties and connecting them with mentors and research related resources. Our symposium has successfully completed the stated aims by informing learners about careers in oncology thus far, and it will be an annual symposium moving forward. There are many advantages to our symposium. It was a full-day activity covering a wide range of oncology specialties and topics, provided key information to learners, with the opportunity for more detailed follow-up in one-on-one discussion during the lunch period. It provided a method for learners early in their career to identify mentors, for new or established principal investigators and researchers to collaborate with learners, and for clinicians to recruit students to their specialties. The research and equity, diversity, inclusion and belonging/community outreach and engagement talk changed yearly to showcase different research and demonstrate additional ways to engage in the broad field of oncology. The cases provided an incentive for medical student and learner attendance to actively think and participate while gaining skills through hands-on, interactive cases lead by residents/fellows. There are several intrinsic limitations and challenges with using this resource to implement a symposium. First, there must be a resident/fellow/clinician/staff member interested in leading the project and an administrator comparable to an event coordinator to assist with logistics and scope of the symposium. There must be sufficient support from oncology specialties and a large enough resident/fellowship cohort across a wide variety of oncology specialties to implement this symposium. This infrastructure is necessary to fully represent the broad field of oncology and recruit speakers. There must also be financial support from the cancer center, medical school, hospital, or other interested organization to aid with funding breakfast and lunch. While honoraria were not offered for our symposium, this would be an added incentive if sufficient funding were secured. There must be existing educational resources available at the institution for hands-on activities, and sufficient interest among researchers to host the lunch period with potential mentors. There are also limitations of the evaluation of the symposium. The goal of the symposium was learner interaction and engagement, as well as connecting with mentors and research projects. Thus, the results are largely qualitative and subjective. While many learners connected with mentors and showed interest in research projects, it is unclear how many of these interactions will lead to tangible results ( e.g. , publications). It is also unclear how many learners arrived late or left early. Conclusion This manuscript will act as a roadmap for setting up an initial symposium at other institutions. The detailed timeline and example documents will allow future leaders to take over and continue the symposium even after current leaders leave the institution. Therefore, the symposium at our institution will outlast its creators and hopefully spark similar symposia at other institutions across the globe. Declarations Ethics approval and consent to participate Written permission that IRB approval and consent is not required has been obtained from MCW IRB staff Research carried out was in compliance with the Helsinki Declaration Consent for publication Not applicable Availability of data and materials All data generated or analysed during this study are included in this published article (and its supplementary information files) Competing interests The authors declare that they have no competing interests Funding Not applicable Authors' contributions AS – Symposium conception and planning, execution, presentations, data analysis, manuscript writing and review MW – Symposium planning, execution, data analysis, manuscript review LM – Symposium conception and planning, presentations, manuscript review PF – Symposium planning, presentations, manuscript review LW – Presentations, manuscript review RS – Symposium planning, presentations, manuscript review SD – Symposium planning, presentations, manuscript review CB – Symposium planning, presentations, manuscript review RB – Symposium planning, presentations, manuscript review MP – Symposium planning, presentations, manuscript review NK – Symposium planning, presentations, manuscript review AE – Symposium planning, presentations, manuscript review LL – Symposium planning, presentations, manuscript review JG – Symposium planning, presentations, manuscript review MH – Symposium planning, presentations, manuscript review HH – Symposium planning, presentations, manuscript review SK – Symposium planning, presentations, manuscript review WH – Presentations, manuscript review DN – Symposium planning, presentations, manuscript review LS – Symposium planning, presentations, manuscript writing and review LO – Symposium planning, execution, manuscript review NS – Symposium planning, manuscript review RA – Symposium planning, manuscript review MF – Symposium planning, manuscript review AC – Symposium planning, manuscript review MS – Symposium conception and planning, execution, manuscript review Acknowledgements Not applicable References Bates JE, Amdur RJ, Lee WR. 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Supplementary Files AppendixAInitialRecruitingEmail.docx AppendixBSubsequentRecruitingEmail.docx AppendixCTeam.xlsx AppendixKRegistrationEmailtoStaff.docx AppendixLSpeakerExpectations.docx SupplementAA2023AttendanceData.xlsx SupplementAB2023StaffFeedback.csv AppendixGListServes.xlsx AppendixOLastMinuteLogistics.docx SupplementAC2023LearnerFeedback.xlsx AppendixERegistrationforStudents.pdf SupplementAD2022LearnerFeedback.xlsx SupplementAE2022Attendance.xlsx AppendixXFeedbackFormStaff.pdf AppendixYFeedbackEmailStudents.docx AppendixDSymposiumAgenda.pdf AppendixTExampleCaseRadGynOnc.pptx AppendixWFeedbackFormStudents.pdf AppendixFRegistrationEmailtoStudents.docx AppendixZFeedbackEmailStaff.docx AppendixHNewsletterFlyer.pdf AppendixNTableToppersforCases.pdf AppendixIExampleSocialMediaPosts.docx AppendixVExampleCaseGynPsychOnc.pptx AppendixRMultiDisciplinaryTeams.pptx AppendixUExampleCaseRadMedOnc.pptx AppendixXFeedbackFormStaff.pdf AppendixJRegistrationforStaff.pdf AppendixWFeedbackFormStudents.pdf AppendixMTableToppersforLunch.pdf AppendixVExampleCaseGynPsychOnc.pptx AppendixPOverviewofDisciplines.pptx AppendixQBenchtoBedside.pptx AppendixSSlideDuringLunch.pptx Cite Share Download PDF Status: Under Review Version 1 posted Reviewers agreed at journal 20 May, 2025 Reviews received at journal 19 May, 2025 Reviewers agreed at journal 15 May, 2025 Reviewers agreed at journal 14 May, 2025 Reviewers invited by journal 05 May, 2025 Editor assigned by journal 29 Apr, 2025 Editor invited by journal 10 Apr, 2025 Submission checks completed at journal 09 Apr, 2025 First submitted to journal 09 Apr, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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19:55:03","extension":"pptx","order_by":34,"title":"","display":"","copyAsset":false,"role":"supplement","size":18316058,"visible":true,"origin":"","legend":"","description":"","filename":"AppendixVExampleCaseGynPsychOnc.pptx","url":"https://assets-eu.researchsquare.com/files/rs-6081991/v1/6a0a9c064f2dcb07b7d0aaf2.pptx"},{"id":82296611,"identity":"7572d883-6f01-4132-a5a3-164926aa4f7c","added_by":"auto","created_at":"2025-05-08 19:47:03","extension":"pptx","order_by":36,"title":"","display":"","copyAsset":false,"role":"supplement","size":54430474,"visible":true,"origin":"","legend":"","description":"","filename":"AppendixPOverviewofDisciplines.pptx","url":"https://assets-eu.researchsquare.com/files/rs-6081991/v1/e07be17f8bc80923d1387223.pptx"},{"id":82296636,"identity":"d39df02c-62ec-415d-96f0-01b6a96cce59","added_by":"auto","created_at":"2025-05-08 19:47:04","extension":"pptx","order_by":38,"title":"","display":"","copyAsset":false,"role":"supplement","size":60153011,"visible":true,"origin":"","legend":"","description":"","filename":"AppendixQBenchtoBedside.pptx","url":"https://assets-eu.researchsquare.com/files/rs-6081991/v1/d5bd85da937be3813f536211.pptx"},{"id":82296639,"identity":"b71a565c-e081-4e8f-8825-cb9f469ce1e5","added_by":"auto","created_at":"2025-05-08 19:47:04","extension":"pptx","order_by":40,"title":"","display":"","copyAsset":false,"role":"supplement","size":7472930,"visible":true,"origin":"","legend":"","description":"","filename":"AppendixSSlideDuringLunch.pptx","url":"https://assets-eu.researchsquare.com/files/rs-6081991/v1/65f3c66108d5b61156add268.pptx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Implementation of a Multidisciplinary Cancer Center Clinical Oncology and Research Symposium for Medical Students, Residents, Fellows and Faculty","fulltext":[{"header":"Background","content":"\u003cp\u003eMedical students and other trainees have limited exposure to the breadth of oncology and potential oncology specialties, which can limit students\u0026rsquo; consideration of different fields when applying to graduate medical education. This concern is compounded in radiation oncology because medical students apply to the residency program directly from medical school, rather than applying to a fellowship program as a resident like most other oncology specialties. Traditionally, radiation oncology was a highly desirable, competitive field. However, starting in 2019, a large number of positions went unfilled, with an increase in subsequent years \u003csup\u003e\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e\u003c/sup\u003e. While this was due in part to an inappropriate increase in residency slots, misinformation regarding the job market played a crucial role, despite 56% of trainees receiving a position consistent with all their preferences, and 88% receiving their \u0026ldquo;first choice type of job\u0026rdquo; \u003csup\u003e\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e\u003c/sup\u003e. Medical student surveys showed 61% reporting no exposure to radiation oncology, 64% never considering the field, and that the lack of longitudinal care (which is highly prevalent in radiation oncology) was the second most important negative factor dissuading them from the field \u003csup\u003e\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eMentorship is crucial in medicine for job satisfaction and is often a key driver for choice of specialty\u003csup\u003e\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e\u003c/sup\u003e. Involvement in basic or clinical research in oncology, however, can be an additional challenge as many of these fields require fellowship training and are not part of core medical school clerkships or curriculum. Lack of mentorship also plays a role in perpetuating gender inequalities. Women medical students and physicians perceived greater difficulty finding mentors than men\u003csup\u003e\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e\u003c/sup\u003e, and this disparity is compounded in specialties with less women representation and similarly applies to the gender gap in pursuing research careers\u003csup\u003e\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e\u003c/sup\u003e. Mentorship of women is vital for career advancement and may help narrow the observed gender gap\u003csup\u003e\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e\u003c/sup\u003e. While the lack of diversity in general in a field may similarly limit interest and career development, connecting students with mentors early in their career (\u003cem\u003ee.g.\u003c/em\u003e, medical school) may serve as a first step to reduce this gap. Specifically, a multidisciplinary symposium could be implemented to enhance exposure, provide education, connect students with mentors, and facilitate oncology research.\u003c/p\u003e \u003cp\u003eThe importance of oncology education extends beyond those directly pursuing oncology specialties. A survey of new physicians in the UK found that only 15% of respondents had sufficient knowledge about chemotherapy and radiotherapy, with only 10% feeling prepared to manage oncology emergencies \u003csup\u003e\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e\u003c/sup\u003e. Furthermore, interns perceived their quality of training relating to incurable cancers as poor, due in part to previous lack of a dedicated oncology curriculum \u003csup\u003e\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eEducational tools introducing medical students to oncology are underutilized. Few are directed specifically at medical students, focus on the multidisciplinary nature of oncology, or provide an overview of oncology specialties. Furthermore, few connect students to residents/fellows/faculty for mentorship or research opportunities nor adopt a symposium format in the field of oncology. Publications generally are narrow in focus, often on one specific disease site or aspect of care. Publications include head and neck cancer examination \u003csup\u003e\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e\u003c/sup\u003e, skin cancer detection tools \u003csup\u003e10 11\u003c/sup\u003e, gynecologic oncology topics during third-year clerkships \u003csup\u003e12 13 14\u003c/sup\u003e, pain management \u003csup\u003e15 16\u003c/sup\u003e, and specific cancer cases/modules, including pediatric oncology \u003csup\u003e\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e\u003c/sup\u003e, breast cancer \u003csup\u003e\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e\u003c/sup\u003e, prostate bed contouring \u003csup\u003e\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e\u003c/sup\u003e, HPV management \u003csup\u003e\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e\u003c/sup\u003e, hematology \u003csup\u003e\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e\u003c/sup\u003e, tumor lysis syndrome \u003csup\u003e\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e\u003c/sup\u003e, cholangiocarcinoma \u003csup\u003e\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e\u003c/sup\u003e, metastatic renal cell carcinoma \u003csup\u003e\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e\u003c/sup\u003e, chronic myelogenous leukemia \u003csup\u003e\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e\u003c/sup\u003e, and genetic evaluations \u003csup\u003e\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eIn general, guidance regarding the design and implementation of a symposium is lacking. Some existing symposia publications include topics such as suicide \u003csup\u003e\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e\u003c/sup\u003e, patient safety \u003csup\u003e\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e\u003c/sup\u003e, trauma \u003csup\u003e\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e\u003c/sup\u003e, and research \u003csup\u003e\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e\u003c/sup\u003e \u0026ndash; none of which focus on exposing medical students or other trainees to different specialties or connecting them with mentors and research staff.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003eThe design and implementation of a multidisciplinary multi-institutional oncology symposium was conducted in several steps. Our first step was to define the vision for the event. The vision was to create a multidisciplinary, multi-institutional symposium focused on introducing medical students and learners to oncology specialties and connecting students with clinical and research mentors. This vision was accomplished through short presentations by residents and fellows about their specialties (\u0026ldquo;Overview Lectures of Disciplines\u0026rdquo;); short lectures by other key multidisciplinary roles (\u0026ldquo;Multidisciplinary Teams Lecture\u0026rdquo;); longer research and diversity/outreach lectures (\u0026ldquo;From Bench to Bedside\u0026rdquo; and \u0026ldquo;Equity, Diversity, Inclusion and Belonging Lecture\u0026rdquo;); lunchtime mentorship meet-and-greet with oncology faculty; and interactive, resident-lead cases with hands-on components.\u003c/p\u003e \u003cp\u003eThe next, and most important, step is building a team. The core team should, at minimum, consist of a leader with a clinical and research background and an administrator familiar with organizing institution-sponsored events. Our leaders were a radiation oncology resident and the event coordinator at the Medical College of Wisconsin (MCW). Our team was then expanded to include the presenters and additional administrative staff, which was done by email (Appendix A or B). For the \u0026ldquo;Overview Lectures of Disciplines,\u0026rdquo; we contacted residents/fellows through appropriate listservs and through personal connections. For our symposium, these included radiation, gynecologic, medical, surgical, and pediatric oncology. One could also consider additional disciplines, such as pathology, radiology, ENT, urology, dermatology, neuro-oncology, cardio-oncology, and palliative medicine. Next, we secured lecturers for the \u0026ldquo;Multidisciplinary Team Lectures\u0026rdquo; (\u003cem\u003ei.e.\u003c/em\u003e, non-physician roles in oncology). For our symposium, these included professionals from psychosocial oncology, genetics, and the clinical trials office. One could also consider interpreters, social workers, and pharmacy. We then recruited basic and clinical scientists for the \u0026ldquo;From Bench to Bedside\u0026rdquo; discussion and a speaker for the \u0026ldquo;Equity, Diversity, Inclusion and Belonging Lecture.\u0026rdquo; We also connected with the medical student leaders of the oncology interest group at our institution who helped with planning, scheduling, and recruiting for attendance. Finally, the event coordinator helped with engaging additional cancer center staff and connecting with the social media team for event promotion (Appendix C).\u003c/p\u003e \u003cp\u003eOnce the team was established, a date for the symposium was selected. We started this process four months before the event. Date selection should first consider factors that may impact medical student attendance, i.e., proximity to exams, adequate time for promotion, and impact of competing events and activities. It is also important to be aware of large meetings or conferences in oncology that may limit faculty involvement. For our symposia, we picked Saturdays in September.\u003c/p\u003e \u003cp\u003eWe then created relevant files and registration emails. We created an agenda (Appendix D) to distribute with registration. We were unable to email the entire student body, thus registration (Appendix E) for students was sent via email (Appendix F) to relevant listservs (Appendix G), included in the weekly student newsletter (Appendix H), and promoted on the social media (Appendix I) of the Cancer Center and relevant student group pages. We made our second symposium accessible to students outside of MCW as well. We accomplished this by contacting the oncology and other relevant interest groups at nearby medical schools (i.e., University of Wisconsin School of Medicine and Public Health, Loyola University Chicago, Northwestern University, University of Chicago, and Rush University medical schools). We then set up a separate registration (Appendix J) and email (Appendix K) for residents/fellows/staff interested in attending the lunch portion to network with students, engage in mentorship, and connect with research projects. We sent out email communication and registration for the event two months, one month, and one week prior to the event. Further communication and correspondence occurred by the various interest groups and through inclusion in different medical school schedules and newsletters. Finally, to improve faculty attendance, we individually emailed faculty that we felt may have specific interest in the event as the deadline approached.\u003c/p\u003e \u003cp\u003e One to two months before the event, we sent out clear expectations/guidelines for the speakers (Appendix L). This included a speaker list, the duration of each speaker\u0026rsquo;s talk, and expectations of what should be covered. For the interactive case section, disciplines should be paired in advance. Preparation of the lecture slides, cases, and hands-on activities was delegated to the appropriate individuals. It was important to include a due date for slides, instructions for submission, and an institutional \u0026ldquo;slide template\u0026rdquo; if relevant, with subsequent reminder emails.\u003c/p\u003e \u003cp\u003eAdditional logistics were handled by the event coordinator. These included reserving an appropriately sized room for expected attendance, securing appropriate numbers of chairs/tables (we used round tables), security concerns with public safety, coordinating breakfast and lunch orders (ideally from a local vendor list and considering attendee dietary restrictions/allergies), printing out daily agendas for attendees, and creating table tents for residents/faculty/staff during the lunch period (Appendix M) and for the interactive cases (Appendix N). Also, updated logistic information was sent out via email one week before the event (Appendix O).\u003c/p\u003e \u003cp\u003eOn the day of the event, we ensured that multiple copies of slide decks were available on a flash drive and an email/online version. It was helpful to trouble-shoot the audio/visual system in advance of the event with information technology services. Example slide decks for the different sections are included (Appendix P-R). We also provided a list of attendees on the projector screen during the lunch period so learners could find the appropriate mentors (Appendix S). The lunch session was followed by interactive cases, in which small groups of learners rotated through case-based, hands-on stations proctored by multidisciplinary teams of mentors from 2\u0026ndash;3 different specialties. Some cases were facilitated with PowerPoint for a visual aid, while others were discussed verbally. Wherever possible, additional hands-on simulation activities were also included, such as suturing and dilation and curettage practice. Case length and number should give enough time for each group to complete all cases in the allotted time. Example interactive case PowerPoints are included (Appendix T-V).\u003c/p\u003e \u003cp\u003eAfter the event, surveys were sent to attendees (Appendix W) and staff (Appendix X) by email (Appendix Y and Z) to obtain feedback to improve the event for subsequent years. These surveys could also be used to tailor the event to individual institutions.\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eEducational Objectives\u003c/h2\u003e \u003cp\u003eBy the end of this activity, learners will be able to:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eProvide a brief overview of oncology physician specialties, including the path through residency/fellowship, patient populations, role in the cancer care team, and \u0026ldquo;a day in the life\u0026rdquo;\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eDescribe the role of basic, translational, and clinical research in oncology and \u0026ldquo;a day in the life\u0026rdquo; of a predominantly research-focused career\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eDiscuss the value of a multidisciplinary oncology team in patient care and name key members of this team\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eExplain the importance of Equity, Diversity, Inclusion and Belonging (EDIB) in oncology care and research, and provide an example of the application of this research\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eMake connections with clinical and research staff for future mentoring and research opportunities\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eUnderstand the general principles of an oncology case, including consultation, work up, management, and relevant hands-on skills\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003eRegistration/Pre-Survey:\u003c/h2\u003e \u003cp\u003eFor our first symposium, we had 13 students/residents/fellows/faculty/administrators involved in planning the event. We had 43 learners register. For our second symposium, we had 15 students/residents/fellows/faculty/administrators involved in planning the event. We had 77 learners register, and an additional six staff members register for the lunch session. For both symposia, when asked \u0026ldquo;what do you hope to get out of the event\u0026rdquo;, learners replied \u0026ldquo;research opportunities,\u0026rdquo; \u0026ldquo;novel cancer research developing in the field,\u0026rdquo; \u0026ldquo;breadth of research being done at MCW,\u0026rdquo; \u0026ldquo;mentorship,\u0026rdquo; \u0026ldquo;networking,\u0026rdquo; \u0026ldquo;shadowing,\u0026rdquo; \u0026ldquo;specialties within oncology and route to apply,\u0026rdquo; \u0026ldquo;balancing work and lifestyle,\u0026rdquo; \u0026ldquo;pros and cons to different fields,\u0026rdquo; \u0026ldquo;learning about multidisciplinary care,\u0026rdquo; \u0026ldquo;hands-on skills,\u0026rdquo; \u0026ldquo;health disparities in oncology,\u0026rdquo; and \u0026ldquo;free food.\u0026rdquo;\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eAttendance:\u003c/h3\u003e\n\u003cp\u003eFor our first symposium, 21 learners attended, eleven residents/fellows/faculty were involved as speakers and one administrator was involved in planning. Two additional staff members joined for the lunch session, for a total of 13 residents/fellows/faculty to act as potential clinical and/or research mentors.\u003c/p\u003e \u003cp\u003eFor our second symposium, 31 learners attended, twelve residents/fellows/faculty were involved as speakers and two administrators were involved in planning. Six additional staff members joined for the lunch session, for a total of 18 residents/fellows/faculty to act as potential clinical and/or research mentors.\u003c/p\u003e\n\u003ch3\u003eFeedback:\u003c/h3\u003e\n\u003cp\u003eAfter the first symposium, seven learners filled out the feedback survey (28% M1s, 42% M2s, and 28% M3s). When asked \u0026ldquo;what did you get out of this event\u0026rdquo;, learners responded that they learned what a day in the life looks like for different specialties, liked the mix of didactics with small groups, liked the short presentation style, loved hands-on cases, and gained an understanding of physician specialties within oncology as well as an unexpected understanding of adjacent fields involved in the treatment team. 86% of respondents replied that they were \u0026ldquo;somewhat\u0026rdquo; or \u0026ldquo;very likely\u0026rdquo; to pursue a field in oncology, with 71% reporting \u0026ldquo;above average\u0026rdquo; knowledge about fields in oncology. When asked specifically about each section, responses were overwhelmingly positive. Learners felt the symposium should continue to be on a Saturday, though some felt the duration could be condensed. The overall rating for the event was 4.5/5 stars. Constructive criticism of the format included wanting more structured Q \u0026amp; A, noting that some of the multidisciplinary lectures were repeated from other parts of the medical school curriculum, and disappointment regarding running out of time for the last case.\u003c/p\u003e \u003cp\u003eAfter the second symposium, seven learners filled out the feedback survey (42% M1s, 28% M2s, 14% M3s, and 14% graduate students). When asked \u0026ldquo;what did you get out of this event\u0026rdquo;, learners responded that they gained knowledge of oncology specialties and career paths, training paths to different specialties, networking, and a desire for additional opportunities to connect with residents in different oncology fields. 70% of respondents replied that they were \u0026ldquo;somewhat\u0026rdquo; or \u0026ldquo;very likely\u0026rdquo; to pursue a field in oncology, with 71% reporting knowing \u0026ldquo;above average\u0026rdquo; about fields in oncology. When asked specifically about each section, people most preferred the \u0026ldquo;Overview Lecture of Disciplines\u0026rdquo; and \u0026ldquo;Interactive Cases\u0026rdquo; sections, though a minority preferred \u0026ldquo;From Bench to Bedside\u0026rdquo; as adding a non-clinical, basic science focus. 23% of respondents reported they were able to connect with faculty of interest, 30% were exposed to new and interesting ideas, and 23% had new opportunities available after meeting with mentors. Learners again felt Saturday was the best day, but some felt the session was too long. The overall rating for the event was 4.8/5 stars. Constructive criticisms included concern related to an exam the following Monday, consideration of splitting the event into multiple smaller events, and a variety of opinions regarding the length and number of interactive cases. Six speakers filled out the feedback survey. All were excited to share clinical and research opportunities and information with learners. All stated they connected with interested learners, with 3/6 having at least one student follow-up to pursue research with them. The overall rating for the event was 5/5 stars. They considered a weekday to be more feasible and believed a more structured Q\u0026amp;A session after talks would be beneficial. After the event, four additional students reached out personally to the lead author regarding research projects and shadowing in radiation oncology.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis manuscript details the steps to follow to design and implement a symposium focused on multidisciplinary clinical oncology and research from the initial conceptualization to the day of implementation and subsequent request for feedback. In this manuscript, the key stakeholders, steps, timelines, email drafts, and example PowerPoints offer an invaluable tool for any institution or group hoping to create their own multidisciplinary oncology symposium. This symposium is unique to our knowledge, the only of its kind outlined in the literature. It has been successful in exposing medical students, residents, and other learners to oncology specialties and connecting them with mentors and research related resources. Our symposium has successfully completed the stated aims by informing learners about careers in oncology thus far, and it will be an annual symposium moving forward.\u003c/p\u003e \u003cp\u003eThere are many advantages to our symposium. It was a full-day activity covering a wide range of oncology specialties and topics, provided key information to learners, with the opportunity for more detailed follow-up in one-on-one discussion during the lunch period. It provided a method for learners early in their career to identify mentors, for new or established principal investigators and researchers to collaborate with learners, and for clinicians to recruit students to their specialties. The research and equity, diversity, inclusion and belonging/community outreach and engagement talk changed yearly to showcase different research and demonstrate additional ways to engage in the broad field of oncology. The cases provided an incentive for medical student and learner attendance to actively think and participate while gaining skills through hands-on, interactive cases lead by residents/fellows.\u003c/p\u003e \u003cp\u003eThere are several intrinsic limitations and challenges with using this resource to implement a symposium. First, there must be a resident/fellow/clinician/staff member interested in leading the project and an administrator comparable to an event coordinator to assist with logistics and scope of the symposium. There must be sufficient support from oncology specialties and a large enough resident/fellowship cohort across a wide variety of oncology specialties to implement this symposium. This infrastructure is necessary to fully represent the broad field of oncology and recruit speakers. There must also be financial support from the cancer center, medical school, hospital, or other interested organization to aid with funding breakfast and lunch. While honoraria were not offered for our symposium, this would be an added incentive if sufficient funding were secured. There must be existing educational resources available at the institution for hands-on activities, and sufficient interest among researchers to host the lunch period with potential mentors.\u003c/p\u003e \u003cp\u003eThere are also limitations of the evaluation of the symposium. The goal of the symposium was learner interaction and engagement, as well as connecting with mentors and research projects. Thus, the results are largely qualitative and subjective. While many learners connected with mentors and showed interest in research projects, it is unclear how many of these interactions will lead to tangible results (\u003cem\u003ee.g.\u003c/em\u003e, publications). It is also unclear how many learners arrived late or left early.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis manuscript will act as a roadmap for setting up an initial symposium at other institutions. The detailed timeline and example documents will allow future leaders to take over and continue the symposium even after current leaders leave the institution. Therefore, the symposium at our institution will outlast its creators and hopefully spark similar symposia at other institutions across the globe.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cem\u003eEthics approval and consent to participate\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eWritten permission that IRB approval and consent is not required has been obtained from MCW IRB staff\u003c/p\u003e\n\u003cp\u003eResearch carried out was in compliance with the Helsinki Declaration\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eConsent for publication\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eAvailability of data and materials\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eAll data generated or analysed during this study are included in this published article (and its supplementary information files)\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eCompeting interests\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no competing interests\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eFunding\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eAuthors' contributions\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eAS – Symposium conception and planning, execution, presentations, data analysis, manuscript writing and review\u003c/p\u003e\n\u003cp\u003eMW – Symposium planning, execution, data analysis, manuscript review\u003c/p\u003e\n\u003cp\u003eLM – Symposium conception and planning, presentations, manuscript review\u003c/p\u003e\n\u003cp\u003ePF – Symposium planning, presentations, manuscript review\u003c/p\u003e\n\u003cp\u003eLW – Presentations, manuscript review\u003c/p\u003e\n\u003cp\u003eRS – Symposium planning, presentations, manuscript review\u003c/p\u003e\n\u003cp\u003eSD – Symposium planning, presentations, manuscript review\u003c/p\u003e\n\u003cp\u003eCB – Symposium planning, presentations, manuscript review\u003c/p\u003e\n\u003cp\u003eRB – Symposium planning, presentations, manuscript review\u003c/p\u003e\n\u003cp\u003eMP – Symposium planning, presentations, manuscript review\u003c/p\u003e\n\u003cp\u003eNK – Symposium planning, presentations, manuscript review\u003c/p\u003e\n\u003cp\u003eAE – Symposium planning, presentations, manuscript review\u003c/p\u003e\n\u003cp\u003eLL – Symposium planning, presentations, manuscript review\u003c/p\u003e\n\u003cp\u003eJG – Symposium planning, presentations, manuscript review\u003c/p\u003e\n\u003cp\u003eMH – Symposium planning, presentations, manuscript review\u003c/p\u003e\n\u003cp\u003eHH – Symposium planning, presentations, manuscript review\u003c/p\u003e\n\u003cp\u003eSK – Symposium planning, presentations, manuscript review\u003c/p\u003e\n\u003cp\u003eWH – Presentations, manuscript review\u003c/p\u003e\n\u003cp\u003eDN – Symposium planning, presentations, manuscript review\u003c/p\u003e\n\u003cp\u003eLS – Symposium planning, presentations, manuscript writing and review\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eLO – Symposium planning, execution, manuscript review\u003c/p\u003e\n\u003cp\u003eNS – Symposium planning, manuscript review\u003c/p\u003e\n\u003cp\u003eRA – Symposium planning, manuscript review\u003c/p\u003e\n\u003cp\u003eMF – Symposium planning, manuscript review\u003c/p\u003e\n\u003cp\u003eAC – Symposium planning, manuscript review\u003c/p\u003e\n\u003cp\u003eMS – Symposium conception and planning, execution, manuscript review\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eAcknowledgements\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eBates JE, Amdur RJ, Lee WR. 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Patient Safety Symposium: Issues, Analyses, Prevention. \u003cem\u003eMedEdPORTAL\u003c/em\u003e. 2013;9:9637. doi:\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.15766/mep_2374-8265.9637\u003c/span\u003e\u003cspan address=\"10.15766/mep_2374-8265.9637\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eChokshi B, Walsh K, Dooley D, Falusi O, Deyton L, Beers L. Teaching Trauma-Informed Care: A Symposium for Medical Students. \u003cem\u003eMedEdPORTAL\u003c/em\u003e. 2020;16:11061. doi:\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.15766/mep_2374-8265.11061\u003c/span\u003e\u003cspan address=\"10.15766/mep_2374-8265.11061\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eWolfe AD, Bhalala U, Marshall V. Building a Local Research Symposium: The Crossroads of Scholarship, Education, and Faculty Development. \u003cem\u003eMedEdPORTAL\u003c/em\u003e. 2020;16:11048. doi:\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.15766/mep_2374-8265.11048\u003c/span\u003e\u003cspan address=\"10.15766/mep_2374-8265.11048\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Medical Education, Symposium, Cancer, Oncology, Multidisciplinary","lastPublishedDoi":"10.21203/rs.3.rs-6081991/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6081991/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eMedical students, residents, and other learners have limited exposure to oncology, which may lead to inadequate information, misconceptions, and challenges with recruitment efforts into oncology specialties. Furthermore, mentorship and involvement in oncology research can be challenging as these fields often require fellowship training and are not part of core clerkships or curriculum. We designed and implemented a multidisciplinary symposium to enhance exposure, provide education, connect students with mentors, and facilitate oncology research. This approach can also be adapted to multidisciplinary fields outside of oncology. The aim of this manuscript is to provide a roadmap with example content for creation of oncology symposia.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eThe design and implementation of a symposium required recruitment of key stakeholders in the multidisciplinary team, and partnership with administrative staff and relevant institutions. Event promotion was aided by advance registration, social media teams, and sharing of the agenda via email groups, calendars, and newsletters. Date selection, clear expectations for speakers, and day-of logistics were all considered. Pre- and post-surveys were used to evaluate sessions to improve future symposia.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eTwo oncology symposia were conducted, with over 50 learners attending across the two symposia. Surveys distributed prior to the event suggested significant interest in clinical oncology and cancer research, with enhanced knowledge and mentorship/research opportunities post-symposia.\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e \u003cp\u003eMultidisciplinary, multi-institutional symposia were implemented across two years with improved attendance and favorable results. A roadmap for setting up an initial symposium and subsequent yearly symposia is provided to facilitate implementation of this innovative educational opportunity for learners.\u003c/p\u003e","manuscriptTitle":"Implementation of a Multidisciplinary Cancer Center Clinical Oncology and Research Symposium for Medical Students, Residents, Fellows and Faculty","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-05-08 19:46:56","doi":"10.21203/rs.3.rs-6081991/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"reviewerAgreed","content":"169058418507426615000240989174363982737","date":"2025-05-20T08:22:37+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-05-19T20:50:28+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"168234383751768765862511825240586930746","date":"2025-05-15T11:32:44+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"28685187722072498004349970286263345030","date":"2025-05-14T15:58:46+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-05-05T09:08:34+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-04-29T11:22:53+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-04-10T04:11:11+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-04-09T12:59:48+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2025-04-09T12:58:37+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"4dab38c9-69ee-4995-8f6e-c9f437dd46b2","owner":[],"postedDate":"May 8th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-05-08T19:46:56+00:00","versionOfRecord":[],"versionCreatedAt":"2025-05-08 19:46:56","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6081991","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6081991","identity":"rs-6081991","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}