Fabio Murtas, Jasjeet Matharu, Mona Domlog, Karen Lawrie, Abdulazeez Salawu, Abha Gupta, Yangqing Deng, Lisa Avery, Meaghen McDonald, Harleen Toor, Janet Papadakos, Albiruni R Abdul Razak, Geoffrey A Watson
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引用次数: 0
Abstract
The first medical oncology visit is a pivotal step for sarcoma patients in their cancer journey and may often be accompanied by negative feelings such as anxiety, vulnerability and loss of control. Early, tailored education before the visit with the medical oncologist may enhance understanding of diagnosis and treatment, aid decision-making, and reduce distress. Newly diagnosed English speaking sarcoma patients were asked to watch four short videos (educational intervention, EI) that were created for the purpose of this study focusing on the initial consultation, multidisciplinary team, systemic therapy and clinical trials. The main objective was feasibility, defined as successful delivery of the intervention and completion of the study procedures. Impact on knowledge was assessed by a knowledge quiz. Perceptions of diagnosis were assessed by surveys administered pre and post the EI. Improvement was measured using paired t-test, Wilcoxon Signed Rank Test and McNemar tests. Twenty patients were enrolled between May and December 2025. Most participants were aged >50 years (75%), female (55%) and had a university or higher degree of education (65%). In the knowledge quiz, knowledge improved in 8/11 questions post EI. In Survey 2, improvements were seen in the proportion of patients feeling that they had enough information on diagnosis (30 vs 10% of patients, p<0.004), sarcoma team (80 vs 5%, p<0.001), treatment options (55 vs 5%, p<0.001), administration of treatment (95 vs 10%, p<0.001), goals of care (45 vs 5%, p=0.001), toxicities (80 vs 15%, p<0.001) and clinical trials (90 vs 15%, p<0.001). Patients found the videos helpful (90%) and easy to understand (95%). At Survey 2, patients felt more informed (65 vs 5% of patients, p<0.001), more prepared (35 vs 10%, p=0.18) and less anxious (75 vs 40%, p=0.039). At Survey 3, administered after the oncology consultation, further significant improvements were seen in patient-reported perceptions and understanding of their disease. After EI, an increased proportion of patients felt hopeful about the future (Survey 2: 70 vs 45%, p= 0.029; Survey 3: 70 vs 45%, p= 0.071). The delivery of sarcoma specific EI to newly diagnosed patients before their initial medical oncology consultation is feasible. Preliminary findings show increased knowledge of sarcoma and its management, and increased optimism about the future. (NCT06805773).
第一次肿瘤内科就诊是肉瘤患者癌症之旅的关键一步,通常可能伴随着焦虑、脆弱和失去控制等负面情绪。在与肿瘤内科医生会诊前进行早期、有针对性的教育,可以提高对诊断和治疗的理解,有助于决策,减少痛苦。新诊断的英语肉瘤患者被要求观看四个简短的视频(教育干预,EI),这些视频是为了本研究的目的而制作的,重点是最初的咨询,多学科团队,系统治疗和临床试验。主要目标是可行性,定义为干预措施的成功实施和研究程序的完成。通过知识测验评估对知识的影响。对诊断的认知通过EI前后的调查进行评估。改善程度采用配对t检验、Wilcoxon sign Rank检验和McNemar检验。在2025年5月至12月期间招募了20名患者。大多数参与者年龄在50到50岁之间(75%),女性(55%),受过大学或更高的教育(65%)。在知识测验中,8/11题后EI的知识有所提高。在调查2中,感觉自己获得了足够诊断信息的患者比例有所改善(30% vs 10%的患者,p
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.