Journal of Cancer Education最新文献

{"title":"Optimising Radiologist Performance in Cancer Detection on Mammograms: The Impact of Weekly Reading Hours and Test Set Experience on BreastScreen and Non-BreastScreen Readers.","authors":"Jayden Wells, Phuong Dung Yun Trieu, Melissa L Barron, Deborah Stephens, Dania Abu Awwad, Sarah J Lewis","doi":"10.1007/s13187-026-02954-6","DOIUrl":"https://doi.org/10.1007/s13187-026-02954-6","url":null,"abstract":"<p><p>Early detection through mammographic screening plays a central role in improving breast cancer outcomes, with diagnostic accuracy relying heavily on radiologist performance. While experience and case volume are recognised contributors to accuracy, the specific effect of weekly mammogram reading hours (HPW) remains unclear. This study examined the relationship between HPW and diagnostic performance among BreastScreen (BS) radiologists, non-BreastScreen radiologists, and radiology registrars, and explored whether completing multiple BREAST training test sets enhanced diagnostic accuracy. This retrospective observer-performance study analysed digital mammography (DM) and digital breast tomosynthesis (DBT) readings from 871 test set completions by BreastScreen radiologists, non-BreastScreen radiologists and radiology registrars across 13 BREAST test sets completed between 2014-2024. Performance metrics included sensitivity, specificity, lesion sensitivity, ROC AUC, and JAFROC. Demographic and performance data of participants were collected through the BREAST platform. Statistical analyses were performed to assess associations between HPW and diagnostic performance, and to identify performance plateau thresholds across HPW categories. Performance of readers improved consistently with increasing HPW for all cohorts, with significant positive correlations observed for most performance metrics (p<0.05). JAFROC plateau values occurred at different thresholds: 20-30 HPW for BreastScreen radiologists, 10-20 HPW for non-BS radiologists, and 5-10 HPW for registrars. In DBT analyses, BreastScreen radiologists achieved significantly higher JAFROC scores than non-BreastScreen radiologists only within the lowest HPW category (p<0.05). Completing ten or more BREAST test sets was not associated with significant improvements in diagnostic performance. Increasing HPW was associated with improved diagnostic performance up to cohort-specific thresholds, beyond which additional reading yielded limited benefit. Establishing optimal HPW levels may help screening services maintain high diagnostic standards while minimising fatigue and supporting workforce sustainability.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148521597","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":"Factors Associated with HPV Vaccination Among Japanese Women: A Cross-Sectional Study Using the 7 C Vaccination Readiness Model.","authors":"Nobuyuki Wakui, Miyu Hirata, Yuna Hirota, Hazuki Ogami, Karen Iwasaki, Saaya Tsuruoka, Asuka Hayashi, Manaka Kawakami, Asuka Ozaki, Mayumi Kikuchi","doi":"10.1007/s13187-026-02957-3","DOIUrl":"https://doi.org/10.1007/s13187-026-02957-3","url":null,"abstract":"<p><p>Human papillomavirus (HPV) vaccination rates in Japan declined after the suspension of the government's proactive recommendation in 2013. Vaccination behavior is influenced by knowledge as well as psychological and social factors. This study examined factors associated with HPV vaccination among Japanese women using the 7 C vaccination readiness model. A cross-sectional online survey was conducted among Japanese women aged 15-49 years in February 2025. Data on demographic characteristics, HPV vaccination status, self-reported knowledge of the HPV vaccine, and 7 C vaccination readiness were collected. Factors associated with HPV vaccination were analyzed using logistic regression, with separate analyses by student status (students vs. non-students). Among 1,200 participants, 339 (28.3%) had received the HPV vaccine. Multivariable analysis showed that younger age, non-student status, greater self-reported knowledge, and higher Constraints and Compliance scores were independently associated with vaccination. Associations were observed for self-reported knowledge (OR 2.12, 95% CI 1.88-2.38, p < 0.001), Constraints (OR 1.49, 95% CI 1.27-1.76, p < 0.001), and Compliance (OR 1.32, 95% CI 1.15-1.51, p < 0.001). In analyses stratified by student status, greater self-reported knowledge and higher Constraints and Compliance scores were significantly associated with vaccination in both groups. These findings suggest that HPV vaccine education may include vaccine-related information and practical guidance on vaccination sites, costs, eligibility, and appointment procedures. It may also include opportunities to discuss vaccination-related concerns to address barriers reflected in Constraints, as well as balanced explanations of public-health measures intended to promote high vaccination coverage to address attitudes captured by Compliance.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148521499","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":"Bridging the Gap in Humanizing Oncology: A Pilot Study on the Feasibility and Acceptability of the CIPOMO School of Medical Humanities Training Protocol.","authors":"Simone Cheli, Alberto Scanni, Luigi Cavanna, Monica Giordano, Paolo Tralongo, Luisa Fioretto","doi":"10.1007/s13187-026-02944-8","DOIUrl":"https://doi.org/10.1007/s13187-026-02944-8","url":null,"abstract":"<p><p>The oncology workforce faces a \"human crisis\" marked by a gap between technology and human connection. While standard training emphasizes technical scripts, this pilot study assesses the feasibility, safety, and acceptability of an integrated protocol developed by the Italian College of Medical Oncology Directors (CIPOMO). The intervention combines Medical Humanities (MH) and Compassion-Focused Therapy to enhance professional quality of life and relational competence. Forty oncologists, recruited via CIPOMO regional branches to ensure national representation, participated in a 6-day program. Primary outcomes focused on feasibility (retention rates) and acceptability (qualitative feedback). Secondary outcomes, assessed at T1, T2, and T3, included the relational competence gap and professional quality of life. The study demonstrated a 97.5% retention rate. Qualitative feedback confirmed high acceptability, with 84-87% of participants providing highly positive evaluations regarding communication management and emotional regulation. Longitudinal analysis showed significant preliminary improvements across all secondary outcomes with large effect sizes (ω2 > 0.26, p< .001): the competence gap significantly decreased, compassion satisfaction increased, while burnout and secondary traumatic stress markedly decreased. All improvements were controlled for sex and region. This pilot study suggests the feasibility and acceptability of the integrated protocol. However, the limited sample size and pilot design preclude broad generalization, warranting caution. These preliminary results provide the necessary foundation for a future powered, multicenter randomized controlled trial.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148450448","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":"Evaluation of the Quality of Online Resources for Scanxiety: YouTube and Major Websites.","authors":"Janet Lee, Sofia Zahid, Christopher Petillo, Michael Shusterman","doi":"10.1007/s13187-026-02950-w","DOIUrl":"https://doi.org/10.1007/s13187-026-02950-w","url":null,"abstract":"<p><p>Scans constitute an important role in cancer management. \"Scanxiety\", or scan-associated anxiety, is commonly experienced by patients undergoing cancer-related scans. Although more patients are turning to the internet and social media platforms such as YouTube for health information, few studies have evaluated the scanxiety content presented in these online resources. This study aims to evaluate YouTube videos and webpages available to patients relating to scanxiety. YouTube was searched using pre-defined scanxiety search terms and a Google search analysis for the term scanxiety was carried out and results from the first two pages were collected in August 2024. YouTube videos and webpages were evaluated using the validated DISCERN quality criteria for consumer health information and the Agency for Healthcare Research and Quality Patient Education Materials Assessment Tool (PEMAT). To assess accessibility of reading content, the Flesch-Kincaid reading level was determined for each webpage. Three independent reviewers performed video and webpage analysis. There were 82 videos and 18 webpages included in the analysis. Videos had a mean independent-reviewer rated quality DISCERN score of 1.8 out of 5, which was between low and moderate quality. Websites showed a higher mean quality DISCERN score of 2.7 out of 5. Despite better quality of information, websites were written at a higher reading level than that of the general population, limiting accessibility. Both videos and webpages had low actionability as patient education materials. Efforts are needed to improve scanxiety-related patient education as the number of patients living with cancer and requiring cancer-related scans has significantly increased.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148450445","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":"Introducing High School Students to Radiation Oncology Through a Case-Based School-Work Orientation Program: The \"Invisible Scalpel\" Experience.","authors":"Raffaella Michela Rinaldi, Stefania Manfrida, Antonella Martino, Gerardina Stimato, Angela Romano, Sara Iacovone, Laura Ferrigno, Cristina Calabrese, Maria Antonietta Gambacorta, Mariangela Massaccesi","doi":"10.1007/s13187-026-02945-7","DOIUrl":"10.1007/s13187-026-02945-7","url":null,"abstract":"<p><strong>Background: </strong>Radiation oncology is central to multidisciplinary cancer care but remains poorly visible to students. Early educational exposure may improve awareness of the discipline and of the professional roles involved in radiotherapy. This study evaluated the short-term educational impact of a case-based school-work orientation program for high school students.</p><p><strong>Methods: </strong>Between December 2025 and March 2026, 80 high school students participated in the \"Invisible Scalpel\" program at Fondazione Policlinico Universitario A. Gemelli IRCCS and Università Cattolica del Sacro Cuore, Rome. The program included 18 h of classroom-based teaching and 12 h of supervised group activities focused on a simulated clinical case. Students explored the roles of radiation oncologists, radiotherapy technicians/radiation therapists, medical physicists, and biomedical engineers. Anonymous pre- and post-program questionnaires were completed by 60 students and analyzed descriptively. Likert scales (1-5) were used to evaluate attitudes towards the discipline.</p><p><strong>Results: </strong>Baseline knowledge of the purpose of radiotherapy was high, but awareness of professional roles, particularly medical physicists and biomedical engineers, was limited. After the program, all students correctly identified radiotherapy as a cancer treatment, 90% reported being informed about the professional roles involved, and correct identification of the radiation oncologist as responsible for treatment prescription increased from 33.3% to 71.7%. Misconceptions regarding radiation visibility and post-treatment radioactivity decreased. The proportion of students considering radiation oncology as a possible future career increased modestly from 11.7% to 16.6%. Program satisfaction was high, with all respondents stating that they would recommend the experience to peers.</p><p><strong>Conclusions: </strong>A case-based, multidisciplinary school-work orientation program was associated with improved knowledge of radiotherapy, reduced misconceptions about radiation safety, and greater awareness of professional roles within the radiotherapy team. Although the short-term effect on career interest was modest, this educational format may represent a feasible model for early exposure to radiation oncology and related healthcare, physics, and engineering careers.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148438715","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":"A Smartphone App-based Malignant Hematology Curriculum for Internal Medicine Residents: A Pilot Study.","authors":"Olivia Wilkins, Aria Elahi, Ethan Diamond, Nidhi Aggarwal, Rachel Alexander, Tina Roy, Virginia Malatack","doi":"10.1007/s13187-026-02955-5","DOIUrl":"10.1007/s13187-026-02955-5","url":null,"abstract":"<p><p>Inpatient malignant hematology rotations are essential for internal medicine residents to gain experience in hematology and oncology. The specialized nature of these rotations represents a challenge in education that is limited by time, complexity of material, and evolving clinical guidelines and recommendations. This study assesses the feasibility of a smartphone application (app) resource for IM residents to use during inpatient malignant hematology rotations. An app encompassing narrative text, figures, and links was created using free online technology. The app and follow-up survey were distributed to all IM residents rotating through the MedStar Georgetown University Hospital inpatient malignant hematology service (Bles2) from 2025-2026. Thirty-six IM residents completed the Bles2 rotation and were eligible to participate in this study, 108 secondary rotators were also included. 18 total survey responses were collected. Of the Bles2 rotators we had a response rate of 44.4% (16/36). Most residents (14/18, 77.8%) referenced the app between 1 and 4 times during their rotation. 17/18 (94.4%) felt that the app saved time looking up information related to a clinical question. On a 1-5 scale, average scores showed positive response to the app helping during the rotation (4.38), being easy to reference (4.61), being clinically relevant (4.66), helping with clinical decision making (4.29), and improving overall experience during the rotation (4.33). We illustrate that a smartphone app can be a novel and effective tool to distribute specialized, dynamically changing information to internal medicine residents rotating through an inpatient malignant hematology service.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431485","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":"Beyond the Screen: Telemedicine, Human Connection, and Cancer Survivorship in Rural Thailand.","authors":"Jitpattra Nganlasom, Ariyachart Kalawa","doi":"10.1007/s13187-026-02948-4","DOIUrl":"https://doi.org/10.1007/s13187-026-02948-4","url":null,"abstract":"<p><p>For cancer survivors in rural Thailand, returning home frequently marks the beginning of a precarious phase dominated by geographic isolation and oncological uncertainty. Navigating complex malignancies like hepatocellular carcinoma and cholangiocarcinoma, these populations face severe socioeconomic and emotional challenges during post-discharge care. While telemedicine is traditionally evaluated through pragmatic institutional metrics of cost and travel efficiency, this reflection argues that its greatest value lies in its humanistic capacity to serve as a vital tether for relational cancer education and continuous human connection. Beyond the screen, virtual consultations offer a psychological sanctuary, enabling patients to articulate vulnerabilities and family caregivers to actively participate in clinical dialogues. Ultimately, this paper challenges the global oncology community to look beyond digital hardware, emphasizing that meaningful telehealth success must be measured by its ability to preserve empathetic human relationships and co-create understanding across geographic divides.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431437","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":"Who Is Responsible When AI Gets Cancer Information Wrong? Implications for Patient Education.","authors":"Wanich Suksatan","doi":"10.1007/s13187-026-02952-8","DOIUrl":"https://doi.org/10.1007/s13187-026-02952-8","url":null,"abstract":"<p><p>Generative artificial intelligence (AI) tools are increasingly being used by patients seeking cancer-related information, creating new opportunities for accessible and personalized cancer education. Large language models can simplify complex medical concepts, improve access to educational resources, and support patient engagement. However, these benefits are accompanied by growing concerns regarding misinformation, hallucinatory content, outdated recommendations, and the potential for harmful health decisions. As AI-generated information becomes more integrated into cancer education, an important ethical question emerges: who is responsible when AI provides inaccurate cancer information? This commentary examines the shared responsibilities of patients, healthcare professionals, healthcare organizations, and AI developers in ensuring the safe use of AI-generated cancer information. This commentary argues that accountability should not rest with a single stakeholder but instead be viewed as a shared responsibility across the cancer education ecosystem. The commentary further argues that AI literacy should become an essential component of modern cancer education to support informed decision-making and safeguard patient well-being.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148425953","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":"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}