William Daley, Daniel Pacheco, Claire F Miller, David Walker, Adam L Green
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引用次数: 0
Abstract
Patients of minority race, ethnicity, and lower socioeconomic status experience poorer survival of pediatric CNS tumors in the US. These disparities arise in part from differences in stage of disease at diagnosis, suggesting potential for mitigation via earlier diagnosis. The UK HeadSmart campaign, designed to increase awareness of pediatric CNS tumor symptoms among primary care practitioners (PCPs) and the public, has led to a significant decrease in time to diagnosis. We adapted HeadSmart into a 30-min workshop on presentation, common symptoms, work-up, and diagnosis to investigate the intervention's value in the US. We collected demographic data on the participants, paired with a pre/post, multiple-choice assessment of their knowledge of pediatric CNS tumor diagnosis. A total of 57 providers participated in the survey; 28 completed both the pre- and post-assessments. The mean pre-workshop score was 4.12; the mean post-workshop score was 5.64 (unpaired t-test p = 0.0002). The mean improvement was 1.1 (paired t-test p = 0.0002). In summary, an educational tool based on HeadSmart is effective at increasing understanding of timely diagnosis of pediatric CNS tumors among US PCPs. Further study, refinement, and dissemination have the potential to help mitigate disparities in pediatric CNS tumor outcomes.
期刊介绍:
The Journal of Cancer Education, the official journal of the American Association for Cancer Education (AACE) and the European Association for Cancer Education (EACE), is an international, quarterly journal dedicated to the publication of original contributions dealing with the varied aspects of cancer education for physicians, dentists, nurses, students, social workers and other allied health professionals, patients, the general public, and anyone interested in effective education about cancer related issues.
Articles featured include reports of original results of educational research, as well as discussions of current problems and techniques in cancer education. Manuscripts are welcome on such subjects as educational methods, instruments, and program evaluation. Suitable topics include teaching of basic science aspects of cancer; the assessment of attitudes toward cancer patient management; the teaching of diagnostic skills relevant to cancer; the evaluation of undergraduate, postgraduate, or continuing education programs; and articles about all aspects of cancer education from prevention to palliative care.
We encourage contributions to a special column called Reflections; these articles should relate to the human aspects of dealing with cancer, cancer patients, and their families and finding meaning and support in these efforts.
Letters to the Editor (600 words or less) dealing with published articles or matters of current interest are also invited.
Also featured are commentary; book and media reviews; and announcements of educational programs, fellowships, and grants.
Articles should be limited to no more than ten double-spaced typed pages, and there should be no more than three tables or figures and 25 references. We also encourage brief reports of five typewritten pages or less, with no more than one figure or table and 15 references.