{"title":"Exploring the Current Use of Educational Technologies in the Oncology Domain Across Europe: A Cross-Sectional Study.","authors":"Jana Steinbacher, Taibe Kulaksız, Marco Kalz","doi":"10.1007/s13187-025-02703-1","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Considering the increasing relevance of digital education in cancer training, this study explores the current use of educational technologies in oncology across Europe.</p><p><strong>Methods: </strong>A cross-sectional study was conducted using convenience sampling to gather responses from learners and educators across Europe. Data was collected online via Lime Survey.</p><p><strong>Results: </strong>Results indicate that both groups are most familiar with synchronous and blended learning, with less experience in asynchronous and hybrid formats. Live lectures were the most used tool, while virtual reality and simulations were less used. Regional differences reveal that Northern Europe prefers audio-based tools and e-books, while Central Europe demonstrates higher familiarity with asynchronous learning and interactive tools. Southern Europe has less experience with various modalities and tools. Professionally, cancer nurses reported more experience with asynchronous learning and learning management systems, while clinical oncologists demonstrated limited familiarity with various tools, particularly emerging technologies.</p><p><strong>Conclusions: </strong>For multi-disciplinary oncology training to succeed, practitioners need to align learning objectives with participants' prior experiences and balance diverse target groups and implementation needs to address regional and professional disparities. Targeted efforts are needed to bridge gaps in digital infrastructure, accessibility, and institutional support. Explanatory studies are needed to confirm these findings.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.3000,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Cancer Education","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1007/s13187-025-02703-1","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Background: Considering the increasing relevance of digital education in cancer training, this study explores the current use of educational technologies in oncology across Europe.
Methods: A cross-sectional study was conducted using convenience sampling to gather responses from learners and educators across Europe. Data was collected online via Lime Survey.
Results: Results indicate that both groups are most familiar with synchronous and blended learning, with less experience in asynchronous and hybrid formats. Live lectures were the most used tool, while virtual reality and simulations were less used. Regional differences reveal that Northern Europe prefers audio-based tools and e-books, while Central Europe demonstrates higher familiarity with asynchronous learning and interactive tools. Southern Europe has less experience with various modalities and tools. Professionally, cancer nurses reported more experience with asynchronous learning and learning management systems, while clinical oncologists demonstrated limited familiarity with various tools, particularly emerging technologies.
Conclusions: For multi-disciplinary oncology training to succeed, practitioners need to align learning objectives with participants' prior experiences and balance diverse target groups and implementation needs to address regional and professional disparities. Targeted efforts are needed to bridge gaps in digital infrastructure, accessibility, and institutional support. Explanatory studies are needed to confirm these findings.
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.
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