Nabil Kahouadji, Sydney J Alairys, Erin Chen, Leslie H Diaz-Flores, Job E Ngwe, Joeli A Brinkman
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During summers 2016 to 2024, nine cohorts, for a total of 178 undergraduate and post-baccalaureate students at Northeastern Illinois University, University of Illinois Chicago, Northwestern University, and Chicago community colleges, enrolled in an 8-week didactic and mixed curricular program focused on the development of academic, technical, and professional skills in preparation for careers in social, behavioral, and biomedical research in healthcare. We describe the recruitment and selection processes of the summer cohorts and provide an overview of the program activities and overall structure. We report on the resulting changes in students' performance, academic and professional abilities, cancer and equity awareness, interests, and confidence in careers related to cancer and health disparities research. We also report on the educational transitions and career outcomes of the ChicagoCHEC fellows from the program's inception in 2016 to the most recent cohort in 2024. The evaluation of the program and the lessons learned during the pandemic serve as a model for future replication and implementation at other institutions.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.3000,"publicationDate":"2025-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Chicago Cancer Health Equity Collaborative: Outcomes from an Intensive and Mixed Curricular Summer Program on Cancer and Health Disparities.\",\"authors\":\"Nabil Kahouadji, Sydney J Alairys, Erin Chen, Leslie H Diaz-Flores, Job E Ngwe, Joeli A Brinkman\",\"doi\":\"10.1007/s13187-025-02714-y\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Despite an overall decline in cancer incidence and mortality in the USA, cancer health disparities are on the rise, and the demographic profile of the healthcare workforce remains unreflective of the population at large. 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We report on the resulting changes in students' performance, academic and professional abilities, cancer and equity awareness, interests, and confidence in careers related to cancer and health disparities research. We also report on the educational transitions and career outcomes of the ChicagoCHEC fellows from the program's inception in 2016 to the most recent cohort in 2024. 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引用次数: 0
摘要
尽管美国的癌症发病率和死亡率总体下降,但癌症健康差距正在上升,医疗保健人员的人口统计资料仍然不能反映整个人口。减少这种差距的一种方法是增加癌症和医疗保健工作人员的多样性。芝加哥癌症健康公平合作组织(Chicago Cancer Health Equity Collaborative,简称ChicagoCHEC)通过其暑期研究员项目,有意地招募、留住和推进癌症研究事业中多元化的学生,从而体现了这一目标。在2016年至2024年的夏季,共有178名来自东北伊利诺伊大学、伊利诺伊大学芝加哥分校、西北大学和芝加哥社区学院的本科生和研究生参加了一个为期8周的教学和混合课程项目,重点是学术、技术和专业技能的发展,为医疗保健领域的社会、行为和生物医学研究做好准备。我们描述了暑期班的招聘和选拔过程,并提供了项目活动和总体结构的概述。我们报告了由此产生的学生表现、学术和专业能力、癌症和公平意识、兴趣和对癌症和健康差异研究相关职业的信心的变化。我们还报道了从2016年项目开始到2024年最新一期的芝加哥芝加哥商学院研究员的教育转型和职业成果。对该规划的评估和在大流行期间吸取的经验教训可作为今后在其他机构复制和实施的样板。
Chicago Cancer Health Equity Collaborative: Outcomes from an Intensive and Mixed Curricular Summer Program on Cancer and Health Disparities.
Despite an overall decline in cancer incidence and mortality in the USA, cancer health disparities are on the rise, and the demographic profile of the healthcare workforce remains unreflective of the population at large. One way to reduce such disparities is to increase diversity in the cancer and healthcare workforce. The Chicago Cancer Health Equity Collaborative (ChicagoCHEC), through its summer research fellows program, embodies this goal by intentionally recruiting, retaining, and advancing a pipeline of diverse students in cancer research careers. During summers 2016 to 2024, nine cohorts, for a total of 178 undergraduate and post-baccalaureate students at Northeastern Illinois University, University of Illinois Chicago, Northwestern University, and Chicago community colleges, enrolled in an 8-week didactic and mixed curricular program focused on the development of academic, technical, and professional skills in preparation for careers in social, behavioral, and biomedical research in healthcare. We describe the recruitment and selection processes of the summer cohorts and provide an overview of the program activities and overall structure. We report on the resulting changes in students' performance, academic and professional abilities, cancer and equity awareness, interests, and confidence in careers related to cancer and health disparities research. We also report on the educational transitions and career outcomes of the ChicagoCHEC fellows from the program's inception in 2016 to the most recent cohort in 2024. The evaluation of the program and the lessons learned during the pandemic serve as a model for future replication and implementation at other institutions.
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.