Training activity information
Details
Assist with the preparation of cases to be discussed and reviewed in a multidisciplinary team meeting or tumour board meeting with other healthcare professionals
Type
Developmental training activity (DTA)
Evidence requirements
Evidence the activity has been undertaken by the trainee.
Reflection on the activity at one or more time points after the event including learning from the activity and/or areas of the trainees practice for development.
An action plan to implement learning and/or to address skills or knowledge gaps identified.
Reflective practice guidance
The guidance below is provided to support reflection at different time points, providing you with questions to aid you to reflect for this training activity. They are provided for guidance and should not be considered as a mandatory checklist. Trainees should not be expected to provide answers to each of the guidance questions listed.
Before action
- What types of information are typically required for presentation in these meetings, such as patient history, pathology reports, genomic testing results (including ctDNA and pharmacogenetics), and imaging findings?
- Who are the key healthcare professionals involved in these meetings (e.g., pathologists, oncologists, radiologists, clinical geneticists) and what are their respective roles and perspectives?
- What is the typical format for presenting a case, and how are genomic findings integrated into the discussion?
- How can you effectively summarise complex genomic information for a multidisciplinary audience?
- What insights do you hope to gain into the collaborative process of discussing patient cases and making treatment decisions in the context of solid cancers?
- How are genomic and other laboratory findings integrated into the broader clinical context during these discussions?
- What are the different perspectives and priorities of the various healthcare professionals involved in the management of solid cancer patients?
- Review the relevant patient data and reports, ensuring you understand the key clinical and laboratory findings.
- Consider potential questions that might arise during the meeting and how the information you prepare can help address them.
- Think about how you can contribute effectively to the preparation process, ensuring all necessary information is clearly and concisely presented.
In action
- Pay attention to your actions. How are you selecting and organising the relevant patient information? What data are you prioritising for presentation? Why are you presenting the information in a particular format? What decisions are you making about what to include to facilitate discussion? What aspects of MDT preparation feel intuitive, and what requires more conscious effort (e.g., anticipating the information needs of different specialists)?
- How effective are you at collating the necessary information from various sources (e.g., pathology, genomics, imaging)? What challenges are you facing during this preparation process (e.g., incomplete data, time constraints)? What can you learn about the information flow and collaboration within an MDT as you assist with this task? How does this activity connect to your understanding of the patient pathway for solid cancers?
- Are there alternative ways you could be structuring the case information to make it clearer and more impactful for the MDT? Do you need to seek clarification on what information is most relevant for the meeting at this moment? Are you ensuring that the information you prepare is accurate and up-to-date?
On action
- What did you notice during the process of assisting with the preparation of cases for the multidisciplinary team (MDT) meeting or tumour board? Summarise the types of information included in the case summaries and presentations.
- What did you learn about the specific information needs of different healthcare professionals within the MDT (e.g., pathologists, oncologists, clinical geneticists)? How does effective preparation contribute to the smooth running and decision-making within the MDT? Did any suggestions or contributions you made during the preparation phase impact the final presentation or the information shared?
- What areas for improvement in your ability to prepare cases for MDT discussions have you identified? How can you apply the learning from this activity to future MDT involvement? What actions will you take to further develop your skills in this area, and what opportunities to observe or participate in more MDT meetings would be beneficial?
Beyond action
- Have you revisited your reflections on assisting with MDT/tumour board case preparation? How has your understanding of the information flow and the roles of different professionals within these meetings evolved?
- Compare this experience with other DTAs or OTAs where you interacted with multidisciplinary teams or observed their discussions. What are the key elements of effective communication and information sharing in these settings? What observable behaviours and practices have you assimilated when preparing information for MDTs?
- Revisit your reflections from this DTA, what learning or actions related to MDT preparation and collaboration are now more apparent?
- Reflect on subsequent MDT meetings you may have attended or contributed to. How has your understanding of the preparation process influenced your participation?
- How has this experience impacted your current practice in organizing and presenting information, particularly when collaborating with others?
- How has your ability to prepare relevant and concise information for MDT discussions developed since this activity?
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 2 |
Outcome
Analyse, interpret and prepare interpretive reports of clinically relevant findings for patients with central nervous system (CNS), sarcoma tumours, and somatic and germline variants in ovarian and breast cancer. |
| # 8 |
Outcome
Practice with relevant specialties for the diagnosis and treatment of cancer patients, and contribute to multidisciplinary team meetings. |