As the medical school landscape shifts in response to federal pressures and new demands in the healthcare space — such as technological advancements, AI and drug innovations — new physicians may be entering the field with gaps in their clinical education and personal development.

From accepting mortality to supporting survivorship, here are what 17 oncology leaders told Becker’s they wished would change about cancer care education.

Editor’s note: Responses have been lightly edited for clarity and length.

Question: What is one thing you wish medical students were taught differently — or taught at all — about cancer care?

Richard Barakat, MD. Physician-in-Chief and Executive Director of Cancer at Northwell Health (New Hyde Park, N.Y.): I wish medical students were taught more about the patient experience and the psychosocial aspects of cancer care, alongside the impressive amount of biological and treatment-focused education they already receive. While understanding the disease process and treatment protocols is crucial, it’s equally vital to grasp the profound emotional, psychosocial and practical challenges that a cancer diagnosis brings to patients and their families.

“Precision medicine” for example, allows doctors to potentially identify the mutations and characteristics of a tumor and what may be driving that cancer’s growth. Many breakthroughs in cancer treatment are due to precision medicine.

But what if these cutting-edge therapies are only available at comprehensive cancer centers that patients would have to travel to? Would that be possible for a single mother of three children? Or an 80-year-old diabetic who doesn’t own a car? Or someone non-fluent in the English language? When all these confounding factors are added in, we are really talking about “personalized medicine,” which is not as straightforward as identifying a mutation and selecting a drug that targets it.

All patients deserve access to the best, most innovative therapies. It is incumbent upon us to train medical students about the diverse needs of patients and how a cancer diagnosis will uniquely affect them. Providing more patient-centered cancer care can ultimately lead to improved outcomes and quality of life for all those affected by cancer regardless of race and socioeconomic factors.

Alan Bryce, MD. Medical Director at City of Hope Phoenix: One message I share often with medical students is about the role of hope. Hope should not be seen only as a feeling or a concept — it is a duty. Healthcare professionals must believe that doing the right thing is always the right course, and that the long arc of human history bends toward progress and goodness.

In times of uncertainty, cultural or political upheaval, it is easy to feel discouraged. But physicians must resist being distracted by noise and remain committed to carrying hope forward for their patients. This duty to maintain hope and to contribute to the greater good is central to the calling of medicine.

Eugene Cone, MD. Co-Director of Research at Urology of Indiana (Greenwood): Cancer care is a rapidly evolving space, with new treatments and trials appearing multiple times per year in some spaces. Operationalizing those new treatments can be extremely challenging, however, and how to do so is something I certainly never was taught.

Whether it’s finding the right third-party service provider to negotiate bringing in a new device, working with medical science liaisons and commercial representatives from industry to support a new drug launch, or mapping out the workflow of how a new therapy will be delivered in clinic, the unsexy logistics of delivering cutting-edge cancer care can matter as much or more than the clinical efficacy of the product.

Kimberly Dahlman, PhD. Associate Professor of Medicine in the Division of Hematology and Oncology within the Department of Medicine at Vanderbilt University Medical Center, and Director of the Innovative Translational Research Shared Resource laboratory (Nashville, Tenn.): One thing I wish medical students were taught differently about cancer care is the critical role of foundational science in shaping today’s cancer breakthroughs.

Over the past 10 years, cancer care has been transformed by discoveries in basic and translational science, from targeted therapies to immuno-oncology, leading to a measurable decline in U.S. cancer deaths. Yet, many medical students still encounter oncology content in fragmented ways that don’t reflect this scientific revolution. By immersing medical students in the leading edge of science, within a clinical context, we can prepare them not only to care for patients now, but to adapt and lead in a future where cancer care will continue to advance rapidly. We should not only teach students what we know about cancer, but how we’ve come to know it, and how they can contribute to what comes next.

This is my passion, and VUSM developed Integrated Science Courses to explicitly connect basic science with patient care. Research shows that deep foundational knowledge anchors clinical reasoning and strengthens students’ ability to acquire new knowledge, apply it flexibly, and solve complex problems, which are all hallmarks of adaptive expertise and excellence in clinical performance.

Ashkan Emadi, MD, PhD. Physician-In-Chief for Medical Oncology at WVU Medicine and Associate Director for Clinical Research at the WVU Cancer Institute (Morgantown, W.Va.): Cancer care is far more than treating a tumor; it is caring for the whole person. I wish every medical student were taught from the outset that oncology requires compassion not only toward the disease process but toward the patient’s psychosocial, emotional and financial realities. It truly takes a village — physicians, nurses, social workers, nutritionists, mental health professionals, family and community — to help a patient navigate this journey.

At the same time, modern oncology demands a deep, truly profound understanding of biochemistry, genetics, pharmacology and the molecular mechanisms of cancer development. With the rapid expansion of targeted therapies, immunotherapies and their integration with conventional chemotherapy and radiation, this knowledge is not academic trivia, it directly translates into lifesaving decisions every day. The best oncologists combine scientific mastery with unwavering humanity, bringing both to the bedside for the benefit of their patients.

Michael Gould, MD. Faculty Director of Research and Professor of Health Systems Science at the Kaiser Permanente Bernard J. Tyson School of Medicine (Pasadena, Calif.): At Kaiser Permanente Bernard J. Tyson School of Medicine, I teach an elective course for third- and fourth-year students on cancer screening in which we carefully examine the existing literature to weigh trade-offs between the possible benefits and harms of screening. Students in the course learn that only a very small minority of screened people will obtain a benefit whose importance is indisputable, namely the prevention of a death from cancer. In contrast, the overwhelming majority of people who undergo screening will experience relatively minor harms, including inconvenience, worry and possible complications of downstream testing or unnecessary treatment. I believe that these tradeoffs should be taught to all students at all schools.

Deepa Halaharvi, DO. Breast Surgeon with OhioHealth (Columbus): If I could change one thing about how medical students are taught about cancer care, it would be to place greater emphasis on the human side of the disease. Students are trained extensively on staging, treatment protocols and survival curves, all of which are essential. But far too often, the patient is reduced to a diagnosis rather than recognized as a whole person navigating fear, uncertainty and life-changing decisions.

I wish medical students were taught earlier, and more intentionally, about survivorship — what life looks like after treatment and the long-term physical, emotional and financial challenges patients face. Cancer care does not end when the chemotherapy is done or the last incision is closed. Issues such as lymphedema, sexual health, financial toxicity, mental health and the impact on family and work are equally important.

Teaching empathy, listening and the importance of validating patients’ lived experiences should be as fundamental as teaching anatomy. If future physicians can combine clinical excellence with compassion and advocacy, they won’t just treat cancer — they’ll help patients truly heal.

Beth Horenkamp, MD. Medical Director Hematology Oncology at Multicare Cancer Institute (Tacoma, Wash.): My first clinical rotation in medical school was infectious disease. We spent a lot of time in the bone marrow transplant unit watching the sickest people I had ever seen largely succumb to complications of what at that time was still an incredibly risky procedure. I remember distinctly telling someone that I would “certainly never specialize in oncology.”

What I later learned is that cancer care is not about watching people die, it is about helping them live as well as they can for as long as they can. That is what we get to do every day, and I can’t imagine doing anything else for a living.

Michael Hurwitz, MD, PhD. Program Director of the Hematology/Oncology Fellowship Program at Yale School of Medicine (New Haven, Conn): I wish medical students were taught about the very wide range of experiences with treatment and disease that cancer patients go through.

While medical students are probably aware that some patients will be cured, they also know that others will eventually die of their cancers. But they are probably not taught that there are people with metastatic cancer living their lives for years pretty normally and their treatments become a part of their lives. These people are not necessarily in the hospital, but they are not homebound either. This is not to say that they are not affected by their disease but they are not defined by it, even if they will eventually die from it.

On a similar note, many of these patients do not appear to be sick to those who do not know of their diagnoses. And for some, occasionally they need to go through very intense treatments, but then will have periods where their cancer is not playing such a prominent role in their daily lives. This can be very difficult for these patients. The uncertainty about what they might need to do for treatment can lead to difficulties with their jobs, with their families and with their goals for life.

Zoe Larned, MD. Medical Director of the Ochsner Health Cancer Institute (New Orleans): While most of us will face cancer diagnoses in our lifetime, whether personally — with family members, friends and colleagues — awareness of the career opportunities in cancer care and the great rewards it brings is often less clear.

I would love for trainees to know that cancer care involves a true care continuum. We know now more than ever before how to screen for and detect cancers early, giving the best chance for cure or prevention. We manage care through treatment and into survivorship. Our relationships extend beyond the patient and their families to the communities we support. We also work as part of a large multidisciplinary care team, including pharmacists, navigators, therapists and integrative support, which allows us to offer the highest quality and most comprehensive holistic care.

Finally, I would say that the field is an innovative one, with new discoveries and treatments constantly emerging. These new treatments enable even advanced patients to live longer and with fewer disease or treatment side effects, allowing them to focus on what matters most to them.

David Mankoff, MD, PhD. Associate Director of Education and Training for Penn Medicine’s Abramson Cancer Center (Philadelphia): Perspective on cancer as a disease: The cure rate for cancer has improved significantly over the past 10-15 years, with more and more cancer survivors who are free of cancer each year.

However, even for those for whom cancer cannot be cured, it can still be a more chronic disease that can be controlled with good quality of life. So it would be good to include a longer view of cancer treatment in medical school, including the increasingly important topic of cancer “survivorship” to augment students’ “doctoring” skills for cancer patients.

Beth McLellan, MD. Chief of Dermatology at Montefiore Health System and Director of Supportive Oncodermatology at Montefiore Einstein Comprehensive Cancer Center (New York City): I wish medical students were taught about the importance of supportive dermatology care in cancer treatment. Although cancer treatments have become more targeted and effective over the years, dermatologic side effects remain common and deeply impactful. Often, skin changes, hair loss and nail changes are dismissed, yet they can significantly impact a patient’s quality of life and lead to treatment interruptions or dose reductions that ultimately compromise cancer outcomes.

Oncodermatologists specialize in recognizing, studying and managing these skin toxicities so patients can remain on optimal doses of life-prolonging therapy with minimal disruption. Our research has uncovered effective strategies for understanding and preventing radiation dermatitis and continues to work toward prevention of chemotherapy-induced alopecia in all patients. Teaching future physicians to appreciate the importance of dermatologic management in oncology ensures more holistic, patient-centered care and ultimately improves survival.

John Montville. Executive Director of the Oncology Service Line at Mercy Health-Paducah (Ky.) Cancer Center: It’s hard to choose just one thing, but if I had to start somewhere, I’d say this: Death is not failure. I think medical students, whether through formal education or informal culture, sometimes internalize the idea that a patient dying means they didn’t do enough. But in cancer care, death can be inevitable regardless of how advanced our treatments are or how hard we fight.

When physicians understand and accept the reality of mortality, it opens the door to earlier conversations about palliative care or hospice, options that can bring comfort, dignity and peace to patients and their loved ones.

Compassion also needs to be emphasized more. In every cancer case, it goes further than many clinicians might realize. Beyond the deep clinical expertise our providers bring, there’s a human side to this battle, one that’s shaped by emotion, by the need for control (or the loss of it), and by hope. Compassion isn’t just a nice-to-have, it’s a critical part of high-quality care.

Lyndsey Runaas, MD. Program Director of the Hematology/Oncology Fellowship program at Froedtert & the Medical College of Wisconsin (Wauwatosa): There are two things I hope medical students learn about cancer care in the 21st century. One is how rapidly changing the field is. More than almost any field in medicine, the treatments they learn about in medical school are unlikely to be the standards of care for patients they may see as residents or certainly as attending physicians and thus they should really focus on learning principles of therapy more so than specific regimens or agents.

Two, is how nuanced and individualized treatment is becoming. With increasing understanding of the molecular underpinnings of cancer, coupled with a better understanding of the importance of patient values and shared decision making when selecting a therapy, there really is very few one-size-fits-all model approaches to care anymore.

David Ryan, MD, President of the Mass General Brigham Cancer Institute (Somerville, Mass.): My wish for medical students is that they understand the incredible revolution in cancer care currently underway and how it’s being driven by new insights into molecular biology and immunology. Our field is always changing, and with it comes the need to appreciate the many nuances and advancements occurring globally.

Drew Snyder, Director of Oncology Quality and Support Services at Northside Hospital Cancer Institute (Atlanta): As the population ages, the number of cancer patients will rise while the number of providers declines. This includes fewer physicians, advanced practice providers, nurses, medical assistants and office staff. In this environment, the ability to collaborate and communicate effectively will be one of the most valuable skills a medical student can bring into practice — essential for caring for as many cancer patients with the highest quality as possible.

Jason Wilson, MD. Surgical Oncologist with Sentara Health (Norfolk, Va.): Cancer care requires curious collaboration. The care of patients with cancer is complex and requires participation from not only multiple physician disciplines, but also requires a team of physical therapists, genetic counselors, navigators and social workers. It is important to understand team dynamics and to be able to work as part of a larger team to help optimize cancer outcomes.

In addition to working well with a team, it is important to understand each team member’s role in cancer care. As a surgeon, it is important to understand when surgery is not the first part of a patient’s journey and be able to explain to the patient what their options are and what they can expect along the entire journey. It also requires understanding that cancer care is always evolving and improving and requires lifelong learning.

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