The teaching of multi-disciplinary cancer care: A flipped classroom approach.

11002Background: Multi-disciplinary team (MDT) cancer care was introduced to improve cancer outcomes in UK. Teaching of MDTs involves observation from the "back of the room". A flipped classroom approach was used as a tool for experiential learning of participation in a meeting. Team dynamics, shared decision-making and representing patient views are important in MDTs. Methods: Four true-to -life cancer cases requiring a multi-modality approach were developed. A flipped classroom was developed following feedback from students. Participants were given cases; individual roles with speciality-specific information; links to cancer resources and guidelines for case discussions. Following preparation facilitators set the scene and supported the groups to run the case discussion. Observers gave feedback on the decision-making, team dynamics and how the patient's views were voiced. Participants gave feedback on their participation within the team, reflections on their role, and their learning of cancer care. Resu...