Perceptions of and Barriers to Colorectal Cancer Screening Uptake in Underserved Baltimore and Eastern Shore Populations.

IF 1.6 4区 医学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Robyn N Jordan, Celia Marion, Tonya Rosebrough, Sheryl Gabram-Mendola, Alison P Klein, Zachariah H Foda
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Abstract

Colorectal cancer (CRC) remains a leading cause of preventable cancer mortality, with persistent screening disparities in underserved communities. This qualitative study aimed to identify community-specific barriers to CRC screening among two distinct Maryland populations to inform the development of tailored educational materials. We conducted four in-person focus groups with 24 adults, consisting of residents from Baltimore City (BC) and the rural Maryland Eastern Shore (ES). Semi-structured guides explored CRC screening knowledge, perceived barriers, trusted information sources, and preferences for educational content. Discussions were audio-recorded, transcribed, and analyzed by two researchers using thematic analysis. There were significant differences between screening barriers in both populations. In the BC population, key barriers included lack of CRC symptom knowledge, stigma surrounding colorectal procedures, lack of recommendation for screening, and use of medical jargon during appointments. Participants emphasized the importance of plain language, visual aids, and community-specific references to increase CRC screening. In the ES population, key barriers included disengagement with healthcare, not pursuing medical care outside of emergencies, and significant logistical challenges. Participants emphasized the importance of incentives to encourage involvement with the healthcare system as well as using community health workers to help decrease logistic barriers to CRC screening. Within the state of Maryland, there are significantly different CRC screening barriers among BC and ES populations. This study elucidates the value of community-engaged approaches in developing CRC screening educational materials. These findings provide a foundation for future interventions and health education in similar underserved settings.

巴尔的摩和东海岸服务不足人群接受结直肠癌筛查的认知和障碍。
结直肠癌(CRC)仍然是可预防癌症死亡的主要原因,在服务不足的社区中存在持续的筛查差异。本定性研究旨在确定马里兰州两种不同人群中CRC筛查的社区特异性障碍,为量身定制的教育材料的开发提供信息。我们对24名成年人进行了四个面对面的焦点小组,包括来自巴尔的摩市(BC)和马里兰州东海岸农村(ES)的居民。半结构化指南探讨了CRC筛查知识、感知障碍、可信信息来源和对教育内容的偏好。讨论被录音,转录,并由两位研究人员使用主题分析进行分析。两种人群的筛查障碍存在显著差异。在不列颠哥伦比亚省人群中,主要障碍包括缺乏CRC症状知识,结直肠手术的耻辱感,缺乏筛查建议,以及预约时使用医学术语。参与者强调了简明语言、视觉辅助和社区特定参考资料对增加CRC筛查的重要性。在ES人群中,主要障碍包括脱离医疗保健,在紧急情况之外不寻求医疗护理,以及重大的后勤挑战。与会者强调了鼓励参与卫生保健系统以及利用社区卫生工作者帮助减少结直肠癌筛查后勤障碍的激励措施的重要性。在马里兰州,BC和ES人群的CRC筛查障碍有显著差异。本研究阐明了社区参与方法在开发CRC筛查教材中的价值。这些发现为今后在类似服务不足的环境中进行干预和健康教育提供了基础。
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来源期刊
Journal of Cancer Education
Journal of Cancer Education 医学-医学:信息
CiteScore
3.40
自引率
6.20%
发文量
122
审稿时长
4-8 weeks
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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