Journal of Cancer Education最新文献

{"title":"Integrating Practice-Changing Studies in Gynaecologic Oncology Through Clinical Illustrations.","authors":"Joanna Kacperczyk-Bartnik, Paweł Derlatka, Anna Dańska-Bidzińska, Kinga Pospiech, Paweł Bartnik, Aleksandra Urban, Krzysztof Czajkowski, Jacek Sieńko","doi":"10.1007/s13187-025-02567-5","DOIUrl":"https://doi.org/10.1007/s13187-025-02567-5","url":null,"abstract":"<p><p>Advances in gynaecologic oncology research lead to continuous updates in clinical guidelines. However, undergraduate medical education often lacks in-depth coverage of recent developments, limiting students' preparedness for evidence-based management of gynaecological cancers. This study aimed to bridge the educational gap by integrating case-based analyses of practice-changing studies into the undergraduate obstetrics and gynaecology course. We aimed to enhance students' understanding of relevant gynaecologic oncology concepts and improve their skills in analysing scientific literature related to cancer management. An educational method was introduced to 5th-year medical students (n = 46) over a 2-week course. Using clinical case scenarios, students were presented with examples of practice-changing trials along with research findings incorporated into clinical practice. Following the course, 36 students completed a feedback survey evaluating their knowledge and research interpretation skills before and after the course. Descriptive statistical methods and Fisher's exact test were used to assess students' self-reported knowledge improvement. There were significant increases in students' self-reported knowledge level on the covered topics, including a distinction between chemotherapy types (p < 0.0001), surgical treatment (p < 0.0001), maintenance therapy in ovarian cancer (p < 0.0001), molecular classification (p < 0.0001) and immunotherapy in endometrial cancer (p < 0.0001). Understanding of inclusion criteria and endpoints in scientific articles also improved, rising from 22 to 86% (p < 0.0001, OR 21, 95% CI 5.62-78.48). Incorporating practice-changing studies into clinical teaching significantly enhances students' perceived comprehension of gynaecologic oncology and strengthens their self-reported research interpretation skills. This methodological approach highlights the value of connecting case-based learning with current research.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142980068","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":"Pilot Testing Digital Stories to Influence College Men's Intentions to Vaccinate Against HPV.","authors":"Alexis Koskan, Maria K Venetis, Sunny W Kim","doi":"10.1007/s13187-024-02563-1","DOIUrl":"https://doi.org/10.1007/s13187-024-02563-1","url":null,"abstract":"<p><p>College men are among those least likely to be vaccinated against the human papillomavirus (HPV). Viewing digital stories from other college men who were vaccinated against HPV as young adults may help influence them to seek the vaccine. Guided by the Theory of Planned Behavior, this research reports on the creation and pilot testing of digital stories to increase college men's intentions to vaccinate against HPV. We recruited college men vaccinated against HPV as young adults to participate in an online workshop to create a digital story about their HPV vaccine decision. To examine the persuasiveness of the digital stories, we then asked college-aged men who either had never been vaccinated against HPV or did not know their HPV vaccine status to complete a pretest, view the digital stories, respond to questions related to identification and emotional engagement with the stories, and complete a posttest. We used descriptive statistics to assess participants' identification and emotional engagement with the stories and paired-sample t-tests to evaluate changes in theoretical constructs from pre- to post-intervention. Results illustrated that exposure to the stories significantly influenced the participants' positive attitudes about the HPV vaccine (Mpretest = 3.41; Mposttest = 3.57, p < .02), subjective norms (Mpretest = 2.82; Mposttest = 3.33, p < .001), self-efficacy to vaccinate (Mpretest = 3.20; Mposttest = 3.39, p < .01), and intention to vaccinate against HPV within the next year (Mpretest = 2.64; Mposttest = 3.10, p < .001). Future research should assess the effectiveness of this intervention on HPV vaccine uptake.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142958133","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":"Reply to Íris Batista's Letter to the Editor about \"Exploring the Correlation between Health Literacy and Knowledge of Cervical Cancer and Radiotherapy among Japanese Women: A Web-based Survey\".","authors":"Masanari Minamitani, Atsuto Katano, Shingo Ohira, Keiichi Nakagawa","doi":"10.1007/s13187-024-02565-z","DOIUrl":"https://doi.org/10.1007/s13187-024-02565-z","url":null,"abstract":"","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142958141","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":"Effect of Chemotherapy Patient Education Using the Teach-Back Method on Symptom Management and Quality of Life: A Randomized Controlled Trial.","authors":"Belkis Gullu Gucuyener, Bilgi Gulseven Karabacak","doi":"10.1007/s13187-024-02564-0","DOIUrl":"https://doi.org/10.1007/s13187-024-02564-0","url":null,"abstract":"<p><p>This study aimed to evaluate the impact of the teach-back method in managing chemotherapy symptoms and improving quality of life. A secondary aim was to develop more effective care and education frameworks for cancer treatment. A single-center, randomized controlled trial was conducted with 80 patients who received chemotherapy between June 2022 and May 2023. Patients in the intervention group were educated about the chemotherapy process using the teach-back method, while those in the control group received standard education. Data were collected using a participant information form, the Edmonton Symptom Assessment Scale (ESAS), and the EQ-5D Quality of Life Scale. Statistical significance was accepted as p < 0.05 for all tests. In both groups, EQ-5D scores increased with the number of chemotherapy cycles, indicating a negative impact on quality of life. However, this increase was smaller in the intervention group. As the number of cycles increased, the intervention group scored lower on the Edmonton Symptom Assessment Scale compared to the control group. The results of the study show that using the teach-back method in patient education is effective in the management of chemotherapy-related symptoms and improving overall quality of life.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142958130","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":"Addressing the Gaps: Online Psychoeducational Support for Cancer Caregivers in Morocco-The Sanadoc Initiative.","authors":"Bourissi Hiba, Harti Hamza, Mellas Soufiane","doi":"10.1007/s13187-024-02561-3","DOIUrl":"https://doi.org/10.1007/s13187-024-02561-3","url":null,"abstract":"<p><p>In Morocco, family caregivers of cancer patients face significant challenges due to the absence of legal recognition and structured support systems. This article highlights the urgent need to develop alternative solutions to meet their specific needs. It explores the potential of online platforms to enhance caregivers' skills and provide essential psychological support. Throughout this reflection, we also discuss our Sanadoc project, currently in development, which we believe represents an innovative and promising solution to address the difficulties faced by caregivers, particularly those caring for cancer patients in Morocco.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142933433","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":"Informational Needs of Lung Cancer Patients and Caregivers.","authors":"Haya Abuzuluf, Eleni Giannopoulos, Penelope Bradbury, Mary Doherty, Laura Donahoe, Kasia Czarnecka-Kujawa, Naa Kwarley Quartey, Xiang Y Ye, Meredith Elana Giuliani, Janet Papadakos","doi":"10.1007/s13187-024-02560-4","DOIUrl":"https://doi.org/10.1007/s13187-024-02560-4","url":null,"abstract":"<p><p>The provision of information is critical to the care and support for cancer patients. Relevant information leads to lower anxiety, increased patient control and involvement in decision-making, greater satisfaction, and improved coping skills. To identify the unique needs of lung cancer patients and their caregivers (LPCs), a needs assessment was conducted. LPCs who attended lung cancer clinic completed a self-report survey that assessed informational needs across 6 domains: medical, physical, practical, social, emotional, and spiritual. The questionnaire investigated the importance of information as well as the preferred mode of delivery. One hundred three patients and 96 caregivers completed the survey. Most patients were female (57%), with a median age of 70 (33-91). Most patients were born outside Canada (65%); and majority (56%) identified as Caucasian followed by East Asian (23%). Most patients had non-small cell lung cancer (64%) and were receiving treatment (64%), and half had metastatic disease at diagnosis. Most caregivers were female (65%), median age 55 (23-85), were the primary caregiver (84%), and spent 20 + h/week caregiving (44%). LPCs prioritized the medical and physical domains, with a focus on treatment options, prognosis, managing symptoms, follow-up visits, and complications. One-on-one counseling with a healthcare provider was the preferred method for the medical domain. Caregivers also preferred one-on-one counseling for the physical domain, while patients preferred pamphlets. This study highlights the information that LPCs need and the format they wish to receive it in. The results will guide the development of tailored resources to address specific needs.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142933435","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":"Validation of the Sinhala Translation of the EORTC QLQ-INFO25: Enhancing Information Provision for Cancer Patients in Sri Lanka.","authors":"Dakshitha Wickramasinghe, Thamisha Nugaliyadda, Dileesha Wickramasinghe, Yathev Balathayalan, Nandadeva Samarasekera","doi":"10.1007/s13187-024-02562-2","DOIUrl":"https://doi.org/10.1007/s13187-024-02562-2","url":null,"abstract":"<p><p>Cancer is a major health challenge globally and in Sri Lanka. Providing comprehensive information to patients is crucial for improving treatment outcomes and patient satisfaction, supported by evidence of its effectiveness in managing cancer pain. EORTC QLQ-INFO25, an information module developed by the European Organisation for Research and Treatment of Cancer (EORTC) Quality of Life Group, is aimed at assessing cancer patients' perception of information received during different phases of care. This study aims to validate the Sinhala translation of the EORTC QLQ-INFO25, a module that assesses the quality of patient information, for use among Sri Lankans with cancer. EORTC QLQ-INFO25 underwent forward and backward Sinhala translation, expert reviews, and pilot testing with 15 cancer patients. Questionnaires were administered to patients with cancer at the National Hospital in Colombo, independently or with interviewer assistance. Reliability and validity were statistically analyzed. Of 102 participants, 100 (98.03%) completed the questionnaire. Internal consistency was high (Cronbach's α = 0.89). The multi-item scales demonstrated good convergent validity. Each item showed high correlation with its respective scale. Divergent validity was established as none of the scales had correlations over 0.5 with the EORTC QLQ-C30. Known-group validity revealed significant differences in information satisfaction between genders. Test-retest reliability was high (ICC = 0.86), confirming stability over time. The Sinhala translation of EORTC QLQ-INFO25 demonstrates satisfactory reliability, validity, reproducibility, and compliance for assessing information provision in cancer care among patients in Sri Lanka.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142923831","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":"Technology Enhanced Multidisciplinary Cancer Conferences in Gynecologic Oncology: Impact on Quality and Education.","authors":"Opuruiche Ibekwe, Amma F Agyemang, Carmelo Gaudioso, Kristopher M Attwood, Chukwumere Nwogu, Peter J Frederick","doi":"10.1007/s13187-024-02556-0","DOIUrl":"https://doi.org/10.1007/s13187-024-02556-0","url":null,"abstract":"<p><p>Multidisciplinary cancer conferences (MCCs) improve patient outcomes. Our goals were to investigate the impact of a technology platform, navify® Clinical Hub for Tumor Boards (nCH) on the quality and educational value of gynecologic oncology MCCs. We conducted a prospective, mixed methods study of the gynecologic oncology MCC at a comprehensive cancer center from 2020 to 2023. Using a validated observational tool, we assessed the quality of case presentation and discussion (as measured by a mean composite score) before and after the introduction of nCH. We also evaluated compliance of care plans with national guidelines, changes in care plans, and concordance of treatment received with MCC recommendations. Surveys and interviews were used to evaluate the educational value of the MCCs. Analyses were conducted using SAS v9.4 (Cary, NC) and Dedoose v9.0.17, (Los Angeles, CA). Pre- and post-nCH cohorts consisted of 49 and 60 patients, respectively. When comparing both cohorts, there was a difference in the mean composite score (50.57 vs 54.11; p = 0.016). Care plans were changed by the MCC in approximately 12% of cases, and MCC recommendations were 93-96% concordant with treatment received, but no statistically significant differences were observed. Additionally, MCC recommendations were 100% compliant with guidelines. Interviews of MCC participants revealed that the post-nCH presentation was more concise and structured. Despite limited use of some nCH features, GYN fellows reported a high educational value of the MCC. nCH improved the quality of the gynecologic oncology MCC and the educational experience of trainees.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142923829","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":"Professional Development Among African Oncologists: Examining Professional Development Activities, Satisfaction Levels, Barriers, and Enablers.","authors":"Emiola O Olapade-Olaopa, Miriam Mutebi, Nicholas Cofie, Nancy Dalgarno, Klodiana Kolomitro, Verna Vanderpuye, Fidel Rubagumya, Angela Coderre-Ball, Scott Berry, Nazik Hammad","doi":"10.1007/s13187-024-02527-5","DOIUrl":"https://doi.org/10.1007/s13187-024-02527-5","url":null,"abstract":"<p><p>Africa is currently facing unprecedented growth in its cancer burden. Training an adequate number of skilled physicians is critical to addressing this challenge. We examine African oncology faculty's professional development (PD) activities, associated barriers, enablers, satisfaction levels, and highlight the implications for improving the quality of the oncology faculty workforce in SSA. We surveyed oncology faculty (n = 69) through the African Organization for Research and Training in Cancer listserv and conducted semi-structured interviews with nine (n = 9) faculty involved in African oncology training programs to ascertain their views on PD activities including, method of delivery, curriculum development, teaching, learning, and mentorship. Descriptive, inferential, and thematic analytical techniques were used to analyze the data. Ninety-two percent of African oncology faculty have participated in a PD activity and about 34% were dissatisfied with their overall PD. Access to curriculum development opportunities (OR = 2.10, p < 0.05), mentorship opportunities (OR = 3.12, p < 0.001), and a longer duration of practice (OR = 8.66, p < 0.001) were significantly associated with better overall satisfaction with PD. Barriers cited for PD included the competitive nature of PD courses and programs, limited online learning opportunities, poor internet access, time constraints, language barriers, and high costs associated with PD activities. Enablers for improving PD include improving institutional culture of learning and ensuring greater access to local institutional support. African oncologists are faced with many professional development challenges. Addressing these challenges may improve faculty satisfaction levels, remove barriers, and improve expected outcomes.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142923827","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":"Implementing a Novel \"Frontiers in Neoplasia\" Curriculum to Engage Fourth-Year Medical Students in Evidence-Based, Multidisciplinary Oncology Care.","authors":"Curtis Liu, Cole Ferguson, Mayuri Vaish, Mona Arbab, Radhika Kainthla, Kiran A Kumar, Chul Ahn, Sandra L Hofmann, Samira Syed","doi":"10.1007/s13187-024-02557-z","DOIUrl":"https://doi.org/10.1007/s13187-024-02557-z","url":null,"abstract":"<p><p>Few medical students are exposed to evidence-based, multidisciplinary oncology care, and few studies in oncology education reflect consolidated pre-clinical curricula. We developed a four-week curriculum, \"Frontiers in Neoplasia,\" for fourth-year medical students, which included didactic lectures, interactive site visits, and team-based simulations of tumor boards and clinical trial design. A mixed methods approach was utilized to investigate the course's impact on students' understanding and interest in oncology, involving pre- and post-course responses to Likert-scale and open-ended questions. Quantitative results were analyzed using Wilcoxon rank-sum tests, while open-ended course feedback was analyzed using iterative thematic coding analysis. Of the 107 fourth-year medical students enrolled between 2021 and 2024, 94 (88%) completed the pre-survey and 96 (90%) completed the post-survey. Students enjoyed the course, with 96.9% of students reporting they would choose this course again. Quantitative analysis showed a significant increase in students' comfort in evidence-based medicine in oncology (p < .001) and interest in keeping up-to-date with oncology literature (p < .001). Qualitatively, students reported enjoying the multidisciplinary curriculum, diverse hybrid-format learning modalities, and applicability of coursework to their careers. Exposure to our novel oncology curriculum featuring dynamic learning experiences and hybrid format significantly increased medical students' interest and understanding of evidence-based medicine in multidisciplinary comprehensive cancer care. Our findings support the hybrid learning model, which provided flexibility and student engagement. Through this course, we successfully increased interest and understanding of cancer care among final-year medical students, and we believe this program could be applied to other medical schools.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142923822","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}