Janet Papadakos, Lisa Durocher-Allen, Deborah Devitt, Lester Krames, Karen Lawrie, Naomi Pocrnic, Aalima Premji, Adrienne Sultana, Susanna Wong
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We searched MEDLINE, EMBASE, Cochrane Database of Systematic Reviews, PsycINFO, CINAHL, Prospero, and Epistemonikos.org for Guidelines, systematic reviews, and meta-analyses published between January 2018 and June 2024, capturing the key concepts of teaching strategies or delivery methods for cancer patient education. Of the 3762 articles screened, 27 met the inclusion criteria. Study findings showed that one-on-one and group teaching strategies are effective in terms of improving psychological well-being, reducing anxiety, and enhancing cancer-related knowledge. The combination of these strategies in a multi-modality teaching strategy is effective in addressing diverse needs of learners and enhancing outcomes. Teaching materials and methods, including tailored written materials, verbal discussion, audio-visual materials, and technology-based tools (e.g., eLearning platforms), are effective strategies in different contexts, with certain aspects that should be carefully considered. By considering these various teaching strategies and the context in which they are most effective, learners can be better empowered to make informed decisions regarding their health and care.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.3000,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A Systematic Review on the Effective Teaching Strategies and Methods for Cancer Patient Education.\",\"authors\":\"Janet Papadakos, Lisa Durocher-Allen, Deborah Devitt, Lester Krames, Karen Lawrie, Naomi Pocrnic, Aalima Premji, Adrienne Sultana, Susanna Wong\",\"doi\":\"10.1007/s13187-025-02732-w\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Patient education is crucial for supporting individuals Living with or at risk of cancer. It empowers them with the knowledge necessary to navigate their diagnosis and treatment plan, improve health and digital health Literacy, and facilitate meaningful care engagement. There is a lack of current evidence on the most effective teaching strategies and methods for supporting individuals living with or at risk of developing cancer. As such, this systematic review aims to explore effective cancer patient education strategies and methods in terms of knowledge, physical and psychological well-being, satisfaction, experience, and self-efficacy. We searched MEDLINE, EMBASE, Cochrane Database of Systematic Reviews, PsycINFO, CINAHL, Prospero, and Epistemonikos.org for Guidelines, systematic reviews, and meta-analyses published between January 2018 and June 2024, capturing the key concepts of teaching strategies or delivery methods for cancer patient education. Of the 3762 articles screened, 27 met the inclusion criteria. Study findings showed that one-on-one and group teaching strategies are effective in terms of improving psychological well-being, reducing anxiety, and enhancing cancer-related knowledge. The combination of these strategies in a multi-modality teaching strategy is effective in addressing diverse needs of learners and enhancing outcomes. Teaching materials and methods, including tailored written materials, verbal discussion, audio-visual materials, and technology-based tools (e.g., eLearning platforms), are effective strategies in different contexts, with certain aspects that should be carefully considered. 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A Systematic Review on the Effective Teaching Strategies and Methods for Cancer Patient Education.
Patient education is crucial for supporting individuals Living with or at risk of cancer. It empowers them with the knowledge necessary to navigate their diagnosis and treatment plan, improve health and digital health Literacy, and facilitate meaningful care engagement. There is a lack of current evidence on the most effective teaching strategies and methods for supporting individuals living with or at risk of developing cancer. As such, this systematic review aims to explore effective cancer patient education strategies and methods in terms of knowledge, physical and psychological well-being, satisfaction, experience, and self-efficacy. We searched MEDLINE, EMBASE, Cochrane Database of Systematic Reviews, PsycINFO, CINAHL, Prospero, and Epistemonikos.org for Guidelines, systematic reviews, and meta-analyses published between January 2018 and June 2024, capturing the key concepts of teaching strategies or delivery methods for cancer patient education. Of the 3762 articles screened, 27 met the inclusion criteria. Study findings showed that one-on-one and group teaching strategies are effective in terms of improving psychological well-being, reducing anxiety, and enhancing cancer-related knowledge. The combination of these strategies in a multi-modality teaching strategy is effective in addressing diverse needs of learners and enhancing outcomes. Teaching materials and methods, including tailored written materials, verbal discussion, audio-visual materials, and technology-based tools (e.g., eLearning platforms), are effective strategies in different contexts, with certain aspects that should be carefully considered. By considering these various teaching strategies and the context in which they are most effective, learners can be better empowered to make informed decisions regarding their health and care.
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.