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Cancer Education (cancer + education)
Selected AbstractsForum for Applied Cancer Education and TrainingEUROPEAN JOURNAL OF CANCER CARE, Issue 4 2005Article first published online: 5 AUG 200 First page of article [source] Forum for Applied Cancer Education and TrainingEUROPEAN JOURNAL OF CANCER CARE, Issue 3 2005Article first published online: 8 JUN 200 First page of article [source] Forum for Applied Cancer Education and TrainingEUROPEAN JOURNAL OF CANCER CARE, Issue 2 2000Article first published online: 24 DEC 200 [source] Cultural Perspectives of International Breast Health and Breast Cancer EducationJOURNAL OF NURSING SCHOLARSHIP, Issue 2 2007Karen Dow Meneses Purpose: To (a) describe teaching,learning strategies to foster cultural exchange among participants in the Train-The-Trainer (TTT) International Breast Health Program; (b) describe participants' perceptions of cultural influences on breast health and breast cancer; and (c) explore lessons learned about cultural influences on breast health TTT educational programs. Organizing Construct: The TTT curriculum was grounded in the belief that nurses can effectively deliver breast health and breast cancer education, that educational programs must be culturally relevant and sensitive to the needs of the target population, and that an urgent need exists worldwide to reduce the burden of breast cancer. Methods: A total of 32 nurses from 20 countries participated in three TTT programs held before the biennial meetings of the International Society of Nurses in Cancer Care (ISNCC) since 2000, with follow-up by E-mail survey. Narrative descriptions of their perspectives and experiences are reported. Results: Teaching,learning strategies incorporated cultural values into a TTT program to engage participants in sharing their individual and collective experiences about women with breast cancer. Conclusions: Developing countries are increasingly multicultural. Developed countries have large immigrant populations that generally maintain the cultural values and practices about breast cancer from the country of origin. These "lessons learned" are important in planning other educational programs. [source] Cancer curriculum in the Asia,Pacific: Opportunities and challenges in the age of globalizationASIA-PACIFIC JOURNAL OF CLINICAL ONCOLOGY, Issue 4 2005Bogda KOCZWARA Abstract With the rising incidence and prevalence of cancer in Asia,Pacific, the need for adequate cancer education of medical graduates in the region has become particularly urgent. There are 769 medical schools across the Asia,Pacific region in 33 countries serving over 60% of the world population in very diverse socioeconomic environments. This paper discusses some of the challenges for medical education in the Asia,Pacific in light of increasing globalization of health care, including the need to develop global standards in the area of diverse resources and health care priorities. It also points out emerging opportunities including online learning, telemedicine and collaborative educational initiatives across the region. [source] Impact of skin cancer education on medical students' diagnostic skillsCLINICAL & EXPERIMENTAL DERMATOLOGY, Issue 2 2003S. Cliff Summary Skin cancer is increasingly common, and the skills involved in its diagnosis should be promoted in UK medical schools. However, there has been no scientific evaluation of the teaching methods employed by dermatology departments. The aim of this study was to evaluate, using traditional audiovisual methods, the impact of an illustrated booklet on skin cancer, coupled with a lecture, on undergraduates' diagnostic skills. The ability of 27 final-year medical students to recognize a variety of skin lesions, using projected images from clinical slides, was assessed. They were tested without warning on two occasions. Immediately after the first test, students were given an illustrated booklet on skin tumours and pigmented lesions which was supplemented with a lecture based on the booklet. Two weeks later, a second test was employed using a series of slides deemed to be of equal diagnostic difficulty. Our results showed a significant increase in the median number of correct diagnoses between the first and second tests (P < 0.001). However, there remained wide variation at the second test in the percentage of correct answers (30 to 80%) amongst students. Our study highlights the need to develop effective methods for improving the diagnostic skills of undergraduates in dermatology, and the importance of evaluating teaching methods. The methods of evaluation, such as ours, can be simple and inexpensive. [source] | ||||||||||