Journal of Cancer Education最新文献

{"title":"The Paused Pathway: Teaching Investigative Consent when Cancer Investigation Stalls.","authors":"Waseem Jerjes, Sarah Williams, Austen El-Osta, Azeem Majeed","doi":"10.1007/s13187-026-02949-3","DOIUrl":"https://doi.org/10.1007/s13187-026-02949-3","url":null,"abstract":"<p><p>Suspected cancer pathways are often taught as linear sequences, but in practice they may pause when patients miss appointments, decline investigations, misunderstand the pathway, or face emotional, practical, relational or access-related barriers. This article proposes investigative consent as a teachable cancer education skill. Investigative consent means helping patients understand not only a proposed test, but the diagnostic journey it may open, including uncertainty, follow-up, alternatives, and the distinction between diagnosis and treatment. For learners, a paused pathway should not be reduced to \"patient declined\" or \"did not attend\". Instead, it should prompt careful enquiry into what has been declined, why, by whom, and with what understanding. Teaching should emphasise clarification rather than persuasion, explicit ownership of follow-up, equity-sensitive adaptation, and respectful documentation of settled refusal. Reframing the paused cancer pathway as a learning event can strengthen patient-centred cancer communication and safer continuity of care.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148425973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of a Community-engaged Research Training Workshop for Clinician-Scientists and Early-stage Investigators.","authors":"Emily P Courtney, Cathy D Meade, Clement K Gwede, Veronica Barrios-Monroy, Isabel C Scarinci, Usha Menon, Monica Baskin, David Schwartz, Monica E Peek, Anissa I Vines, Z'Kera Peoples, Jamboor K Vishwanatha, Michelle Y Martin, Shannon M Christy","doi":"10.1007/s13187-026-02938-6","DOIUrl":"https://doi.org/10.1007/s13187-026-02938-6","url":null,"abstract":"<p><p>Community-engaged research (CEnR), a collaboration between academics and community partners, is an effective approach in addressing the social drivers of health (SDOH) and health disparities in local communities. Yet, CEnR training is often not a standard component of training programs in research or clinical programs. To meet the need for CEnR training, we developed and implemented a workshop to increase CEnR knowledge and skills among clinician-scientists and early-stage investigators (ESIs), and create opportunities for ongoing mentorship and professional development. In this manuscript, we discuss the organization of this workshop, learning objectives, supporting activities, and follow-up methods to facilitate a successful and engaging training experience. The workshop was developed through collaborative efforts with experts in CEnR, Community-Based Participatory Research (CBPR), cancer disparities, and SDOH. The workshop focused on (1) an introduction to CEnR and the opportunity for attendees to develop their own CEnR research ideas; (2) varied presentations, interactive activities, experiential learning, and discussion topics to fulfill the workshop's learning objectives; (3) year-long opportunities for professional development and continued mentorship; and (4) evaluations of the workshop. Twenty-four ESIs and 11 clinician-scientists participated in the workshop. Using survey methods and descriptive statistics, the workshop was evaluated positively by participants. This manuscript provides guidance for both in-person and virtual workshop formats, from inception to implementation, and recommendations for other workshop facilitators. The impact of these workshops has the potential to have positive downstream implications for community-engaged research.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148425971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cancer Education in the Era of Immediate Results Access.","authors":"Waseem Jerjes, Sarah Williams, Austen El-Osta, Azeem Majeed","doi":"10.1007/s13187-026-02953-7","DOIUrl":"https://doi.org/10.1007/s13187-026-02953-7","url":null,"abstract":"<p><p>Immediate patient access to cancer-related results through digital portals has transformed the timing and nature of cancer communication. Although open records promote transparency, autonomy and engagement, they may expose patients to complex terminology before clinical interpretation is available. This creates a gap between information access and meaningful understanding, particularly when radiology, pathology or genomic reports contain terms such as \"possible malignancy\", \"suspicious\", \"progression\" or \"cannot exclude\". This article argues for digital result literacy as an essential component of cancer education. Patients require calibrated support to interpret results safely, avoid panic or false reassurance, and understand who is responsible for next steps. Clinicians also need training to respond when patients have already formed interpretations before consultation. Educational safeguards should include anticipatory guidance, plain-language summaries, safety-netting, named responsibility, equitable non-digital communication routes and preparation for AI-assisted result explanations. Immediate access should therefore become informed access, not isolated access.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148425922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Association of Participation in a National Standardized Palliative Care Education Program With Self-Reported Prior Palliative Care Team Consultation: A Single-Center Staff Survey During Early Program Implementation.","authors":"Shinya Kajiura, Takako Matsushita, Mami Kurokawa, Sakie Fukai, Ryuji Hayashi","doi":"10.1007/s13187-026-02946-6","DOIUrl":"https://doi.org/10.1007/s13187-026-02946-6","url":null,"abstract":"<p><p>Palliative care education programs aim to build primary palliative care competencies among clinicians, yet whether participation in such programs is associated with specialist palliative care consultation in routine practice remains poorly characterized. To evaluate the association between participation in the Palliative Care Emphasis Program on Symptom Management and Assessment for Continuous Medical Education (PEACE)-Japan's nationwide standardized palliative care education workshop-and self-reported prior palliative care team (PCT) consultation among hospital staff involved in cancer care. We conducted a single-center, cross-sectional, anonymous staff survey in 2016 at a Japanese tertiary care university hospital. Eligible respondents were physicians, inpatient nurses, and hospital pharmacists involved in cancer care. The primary exposure was self-reported PEACE participation. The primary outcome was self-reported prior PCT consultation. Associations were examined using Fisher's exact test. Of 266 respondents with complete data, 93 (35.0%) reported PEACE participation, and 168 (63.2%) reported prior PCT consultation. All PEACE participants reported prior PCT consultation (93/93, 100.0%) versus 75/173 (43.4%) nonparticipants (p < 0.001). PEACE participants were more often physicians and differed in age distribution from nonparticipants. In this 2016 survey conducted during an early phase of national palliative care education dissemination, PEACE participation was associated with self-reported prior PCT consultation. This finding should be interpreted as a hypothesis-generating educational baseline rather than as causal evidence.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148425931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Association of Breast Cancer Patient Education with Disease Understanding and Anxiety: Analysis Using the EORTC QLQ-INFO25 and HADS.","authors":"Fatma Bektash, Reem Eid, Emad Shash","doi":"10.1007/s13187-026-02941-x","DOIUrl":"https://doi.org/10.1007/s13187-026-02941-x","url":null,"abstract":"<p><p>Breast cancer is the most common cancer among women worldwide and is frequently associated with psychological distress. Patient education may improve patients' understanding of their disease and reduce anxiety levels. This secondary analysis utilized data from 188 breast cancer patients receiving treatment at a Portuguese oncology center. Patient-reported information regarding their own breast cancer disease, medical tests, treatments, and educational experiences was assessed using the European Organisation for Research and Treatment of Cancer Information Questionnaire (EORTC QLQ-INFO25). Anxiety was assessed using the Hospital Anxiety and Depression Scale (HADS). Regression analyses were performed to examine whether information related to breast cancer disease, treatment, and medical tests predicted perceived information usefulness and whether perceived information usefulness predicted anxiety levels. Higher levels of information regarding patients' own breast cancer disease and treatment were significantly associated with greater perceived usefulness of patient education (p < 0.05). Increased perceived usefulness of information was significantly associated with lower anxiety levels (p = 0.007). No significant association was identified between patient age and anxiety levels. Greater perceived usefulness of patient education was associated with better disease and treatment understanding and lower anxiety. These findings support the potential value of tailored patient education as a component of supportive oncology care.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148391723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"Going Flat\" After Mastectomy: A Social Media Analysis of Patient Perspectives and Educational Needs.","authors":"Gabrielle Knauer, Tamara Lalovic, Catherine Simon, Richard J Bleicher, Adam Walchak, Sameer A Patel, Austin D Williams","doi":"10.1007/s13187-026-02942-w","DOIUrl":"https://doi.org/10.1007/s13187-026-02942-w","url":null,"abstract":"<p><p>Aesthetic flat closure (AFC) is a surgical option following mastectomy that aims to create a smooth chest wall. Although formally recognized by the National Cancer Institute in 2020, patients continue to report challenges in accessing AFC. Social media platforms may serve as an important source of support and education for patients considering this option. We characterized patient perspectives and experiences related to AFC through analysis of discussions on Reddit and TikTok. Using the search term \"flat,\" posts from the r/breastcancer forum were reviewed within Reddit's 1,000 post-and-comment visibility limit. AI-assisted thematic analysis was used to identify recurring discussion themes. TikTok was searched using the terms \"going flat,\" \"going flat mastectomy,\" and \"aesthetic flat closure.\" A total of 370 Reddit posts and 74 TikTok posts met inclusion criteria for relevance to AFC. Posts were most often neutral in tone; however negative sentiment was nearly three times more common on Reddit than TikTok (28.9% vs. 11%). On Reddit, the most common area of discussion was comparison of AFC with other post-mastectomy reconstructive options. \"Flat denial,\" defined as neglecting to perform a true AFC either intentionally or inadvertently, appeared more frequently on Reddit (8.4% vs. 4.0%). AI analysis identified recurring themes including flat denial, inadequate counseling, and misinformation regarding AFC. While discussions surrounding AFC were often neutral or positive, concerns regarding inadequate information, patient counseling, and flat denial persist. These findings highlight the need for greater surgeon familiarity with AFC and more comprehensive patient education on post-mastectomy options.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148363701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Optimizing a Hematology/Oncology Curriculum for Internal Medicine Residents: A Two-Institution Modified Delphi Study.","authors":"Jordyn F Silverstein, Laura A Huppert, Matthew Schwede, Sarah Goglin, Tyler P Johnson, Jennifer M Babik, Sam Brondfield","doi":"10.1007/s13187-026-02916-y","DOIUrl":"https://doi.org/10.1007/s13187-026-02916-y","url":null,"abstract":"<p><strong>Purpose: </strong>Although hematology/oncology (H/O) topics are essential for clinicians, many internal medicine (IM) residents perceive inadequate H/O education. This perception may be due to the lack of a standardized H/O curriculum. To address this gap, we aimed to achieve consensus about the most important H/O topics for IM residents to learn.</p><p><strong>Methods: </strong>In 2023, we conducted a 2-round modified Delphi study of IM generalists and H/O specialists at the University of California, San Francisco and Stanford University. In round 1, participants rated the importance of H/O topics on a 5-point scale (1 = very unimportant; 5 = very important). In round 2, participants viewed their own ratings vs. the group mean and could change their ratings. We used a content validity index (CVI, the percentage of respondents who rated the topic ≥ 4) of ≥ 75% to identify the most important topics. We calculated the effect sizes of between-group rating differences using Cohen's d.</p><p><strong>Results: </strong>The round 1 and 2 response rates were 70% (92/132) and 77% (71/92), respectively. Ninety-one of the 239 topics met the CVI threshold (41 classical hematology, 14 malignant hematology, and 36 solid oncology), of which only 4 out of 91 (4%) had a large effect size, indicating agreement between generalists and specialists. There were 14 topics with a CVI of 100%, including deep venous thrombosis/pulmonary embolism, iron deficiency anemia, advance care planning, and management of end-of-life issues.</p><p><strong>Conclusion: </strong>With input from IM generalists and H/O specialists, we identified the most important H/O topics for IM residents, which can guide curriculum development.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148363644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Survey of Awareness of End-of-Life Care among University Students: A Comparison between Medical and Welfare Disciplines.","authors":"Risa Hamada, Miyoko Watanabe","doi":"10.1007/s13187-026-02939-5","DOIUrl":"https://doi.org/10.1007/s13187-026-02939-5","url":null,"abstract":"<p><p>We investigated awareness and attitudes of Japanese university students toward end-of-life care and advance care planning (ACP) to inform campus-based educational programs and promote ACP dissemination across generations. A cross-sectional survey was conducted among 753 students at a university specializing in medical and welfare sciences. Participants completed a questionnaire assessing preferences for disclosure of terminal diagnoses, treatment decisions, and preferred place of death. Academic departments were classified into Medical sciences (n = 629) or Welfare sciences (n = 102), and group differences were analyzed using the chi-square test. Among 731 students, approximately 90% desired self-disclosure of a terminal diagnosis, whereas only 50.5% preferred disclosure to a spouse. While no group differences existed for disclosure preferences, place of death preferences significantly differed: medical students preferred home (80.8%) more frequently than welfare students (69.6%). Regarding end-of-life care, medical students were significantly less likely to choose aggressive interventions (e.g., ventilation, surgery) than welfare students. Conversely, welfare students were less likely to prefer artificial nutrition and hydration interventions than medical students. University students strongly favored disclosure of terminal illness and home-based end-of-life care. Differences between medical and welfare students likely reflect variation in familiarity with medical interventions. These findings underscore the importance of providing young adults with opportunities to consider ACP and engage in informed decision-making and dialogue with family members, thereby supporting person-centered care.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148354609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessment of Burnout amongst Oncologists Located in a Canadian Province: A Cross-Sectional Survey Analysis.","authors":"Mathew Gorman, Saveen Sidhoo, Ayoola Ademola, Brock Debenham","doi":"10.1007/s13187-026-02937-7","DOIUrl":"https://doi.org/10.1007/s13187-026-02937-7","url":null,"abstract":"<p><p>Burnout is a stress-induced occupational syndrome recognized by the World Health Organization, characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment. It remains highly prevalent among healthcare professionals, particularly oncologists facing heavy workloads and emotionally demanding care. To assess burnout prevalence among oncologists in Alberta, Canada, and identify factors associated with increased risk. This cross-sectional survey study included physicians from multiple oncology-related specialties. Anonymous questionnaires collected demographic and occupational data alongside the Maslach Burnout Inventory. Burnout domains were categorized as low, intermediate, or high using standardized criteria. Descriptive statistics, chi-square/Fisher exact tests, and logistic regression analyses were performed, with significance set at P < 0.05. Ninety-one physicians completed the survey. Most were over 40 years old (65.9%), female (47.3%), white (57.1%), in a relationship (85.7%), working in academic settings (52.7%), or in radiation oncology (48.4%). Fifty participants (54.9%) reported personal burnout, while 90.1% believed colleagues experienced burnout. Moderate-to-high emotional exhaustion was reported by 73.6%, moderate-to-high depersonalization was reported by 62.6%, and 37.36% reported low personal accomplishment. Seeing more than 30 patients weekly was significantly associated with greater emotional exhaustion and lower personal accomplishment. Male gender and not living alone were associated with higher personal accomplishment, while no variables were linked to depersonalization. Burnout rates among Alberta oncologists were high. Higher patient volumes, non-male gender, and living alone were associated with worse outcomes, highlighting the need for meaningful workplace support systems.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148363703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Trainee-Led Case-Based Learning in Medical Oncology: A Feasibility Study.","authors":"Jonathon Vundum, Fiona Day","doi":"10.1007/s13187-026-02932-y","DOIUrl":"https://doi.org/10.1007/s13187-026-02932-y","url":null,"abstract":"<p><p>Case-based learning (CBL) is widely used in undergraduate medical education, with demonstrable benefits for students across multiple domains. There is a paucity of data in the post-graduate setting. A robust training program is essential for specialty trainees in medical oncology, yet dedicated educational opportunities are limited by a busy clinical environment. This study aimed to evaluate the feasibility of a post-graduate trainee-led CBL program within a Medical Oncology Department at a major cancer centre in Australia. All eligible participants (3 registrars, 1 clinical fellow, 2 nurse practitioners (NPs), 1 post-graduate student NP) were invited to attend weekly CBL sessions over a 20-week period. Session parameters, such as attendance and duration, were recorded. Feasibility was assessed using 4 of Bowen's key areas: acceptability, demand, implementation and practicality. A questionnaire was completed by each participant following each session and on conclusion of the program. Researchers performed statistical analysis using Mann-Whitney U tests and conducted thematic analyses on qualitative data. Of 20 scheduled sessions, 14 (70%) ran without cancellation. Attendance rate was 66%, with most absences being attributed to leave. Mean session duration was 61.4 min, with mean preparation time of 24.2 min per participant. Participant perceived value was high (9.1/10) and significantly higher with faculty medical oncologist attendance (9.7 vs. 8.8, p = 0.001). Acceptability scores were excellent (9.4/10). CBL sessions were rated significantly higher than concurrent educational opportunities (9.1 vs. 8.1, p < 0.001). Coding of the qualitative data within participant surveys identified the following themes: CBL sessions (1) stimulated relevant and beneficial discussion, (2) were perceived positively, (3) were negatively affected by other clinical commitments, (4) were enhanced by the presence of a faculty medical oncologist, (5) generated a safe space for collaborative learning, (6) were time-efficient and (7) provided self-study opportunities. A postgraduate, trainee-led CBL program in medical oncology is feasible and was well received at our centre. It offers a promising complement to traditional teaching in a rapidly evolving field where faculty oncologist-led educational opportunities may be limited. Future studies could focus on the potential for virtual implementation to allow for collaboration between centres, to the benefit of rural medical oncology trainees.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148347165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}