肿瘤专家团（TB）是成年和儿童肿瘤治疗中一种多学科病例研讨会的传统。癌症委员会要求癌症项目举办多学科肿瘤病例研讨会。数据支持TB对临床决策水平的提高和学习价值的感知。目前缺乏关于医生参与这种环境中学习的数据。 我们的探索性定性研究采用自然主义探究方法，研究了医生参与TB的学习方式。我们有意地选取了15名研究参与者，并进行了半结构化面谈。面谈过程进行了录音，然后转录并进行分析以得出主题。 研究得出了五个主题：（一）参与者共同的教育目标对TB的教育体验有益；（二）对于初学者来说，参与TB案例的呈现对学习至关重要；（三）对于TB的与会者来说，讨论和合作与演示内容相关的问题对学习有重要意义；（四）TB的参与者有责任培养他们的学习环境和相互教导；（五）虚拟TB改变了参与和接触主题的机会，影响了参与者的学习。 通过教育框架来探索TB是一种新颖的方法。通过识别TB中学习的促进因素和阻碍因素，我们现在有机会提高TB的教育过程。我们的研究表明，在TB中学习是通过认知学徒模型进行的，并为如何最好地培养这种模型以改进学习提供了见解。这些数据展示了学习的社会性质，并展示了它们与儿科血液学/肿瘤学社区实践的一致性。 © 2023 Wiley Periodicals LLC.

Tumor Board (TB) is a multidisciplinary care conference tradition in adult and pediatric oncology. The Commission on Cancer requires cancer programs to hold multidisciplinary cancer case conferences. Data support improvements in clinical decision-making due to TB and perception of learning value. Data are lacking on how physician participants learn in this environment.Our exploratory, qualitative research study rooted in naturalistic inquiry explored how physician participants learn in TB. Fifteen participants were purposefully sampled and completed semi-structured interviews. Interviews were recorded, transcribed, and analyzed to produce themes.Five themes arose: (i) mutual educational goals by participating stakeholders are beneficial to educational experiences in TB; (ii) for trainees, presenting TB cases is important for learning; (iii) for attendees of TB, discussion and collaboration surrounding the content of presentations has implications for learning; (iv) participants of TB are responsible for cultivating their learning environment and teaching one another; and (v) virtual TB alters the opportunity to participate and engage with the subject matter, impacting learning for participants.Exploring TB through the lens of an educational framework is a novel approach. By identifying the facilitators and inhibitors of learning in TB, opportunities to enhance the educational process in TB are now exposed. Our study illustrates that learning in TB occurs through the cognitive apprenticeship model, and provides insight on how to best cultivate this model to improve learning. These data demonstrate the social nature of learning, and how they align with the pediatric hematology/oncology community of practice.© 2023 Wiley Periodicals LLC.