Suspected Cancer Pathway: Effective Medical Teaching

Teaching Station Overview

General Approach

• Understanding the Task

• Recognize it is a teaching station.

• Adopt a demeanor suitable for teaching peers (medical students, nurses).

• Rapport Building

• Start with friendly small talk to build rapport.

• Appreciate students' interest in learning complex topics.

• Continue rapport-building throughout the session.

• Encourage students by appreciating their efforts.

Key Teaching Techniques

• Checking Understanding

• Regularly check for understanding by asking students to repeat key points.

• Ensure the student's ability to replicate taught information.

• At least two comprehension-check questions should be included.

• Correcting Misunderstandings

• Identify and correct wrong answers politely.

• Use constructive feedback to correct errors.

• Provide mnemonic aids (e.g., FLAWS for general symptoms of cancer: Fever, Loss of weight, Anemia, Weight loss, Sweating).

• Engagement and Encouragement

• Use interactive methods like mnemonics and practical examples.

• Encourage students to ask questions and seek further clarification.

• Keep them engaged with questions and interactive teaching methods.

• Continuously offer positive reinforcement, even when correcting mistakes.

• Open Line of Communication

• Offer to continue the discussion later for unresolved queries.

• Provide contact information for future questions.

• Ensure students know they can reach out anytime for further assistance.

Structure of a Teaching Session

• Introduction and Rapport Building

• Greet and engage the student in small talk.

• Incorporate student identifiers naturally (name, year).

• Appreciate their enthusiasm for learning.

• Overview of the Topic

• Start with a brief overview of the topic.

• Outline key points to be covered to ensure understanding even if time runs out.

• Interactive Teaching and Checking Understanding

• Explain concepts and ask students to repeat them.

• Use mnemonics and other aids to reinforce learning.

• Correct any misunderstandings immediately and constructively.

• Encouraging Continuous Learning

• Offer continuous support and provide contact details.

• Encourage students to ask questions and seek further clarification as needed.

Case Scenario: Suspected Cancer Pathway

Data Gathering

• Key Questions

• What the student wants to know.

• Why they want to know it.

• How much they already know.

• Continual Inquiry

• Regularly ask questions to gauge understanding and interest.

• Ensure the student’s expectations are met.

Teaching the Cancer Pathway

• Overview of Suspected Cancer Pathway

• Explain how cancer is suspected through general and specific symptoms.

• Use mnemonics like FLAWS for general symptoms (Fever, Loss of weight, Anemia, Weight loss, Sweating).

• General Signs and Specific Symptoms

• Discuss general signs of cancer.

• Detail specific symptoms related to different cancers.

• Initial GP Steps

• Conduct baseline tests to rule out other conditions.

• Utilize available tumor markers (though not confirmatory).

• Referral to Specialist

• Explain the urgency of referrals (two weeks for adults, 48 hours for young adults/children).

• Describe the role of specialists in confirming cancer.

• Multidisciplinary Team (MDT) Approach

• Outline the role of the MDT in managing confirmed cancer cases.

• Emphasize holistic treatment involving various specialists.

Examining and Confirming Cancer

• Referral and Diagnosis

• Explain the referral process and urgency based on age and suspected cancer type.

• Detail the specialist's role in confirming cancer through advanced tests.

Additional Teaching Points

• Safety Netting

• Advise on steps if specialist appointments are missed or delayed.

• Educational Resources

• Provide leaflets, pamphlets, and NHS website references.

• Follow-Up

• Emphasize the importance of follow-up appointments before the specialist meeting.