Patients with multiple myeloma (MM) often experience psychological distress and reduced quality of life (QoL), but evidence for teach-back–based education in MM is limited. We tested a teach-back–centered multidimensiona...Patients with multiple myeloma (MM) often experience psychological distress and reduced quality of life (QoL), but evidence for teach-back–based education in MM is limited. We tested a teach-back–centered multidimensional intervention in hospitalized patients. This single-center prospective controlled study enrolled 195 inpatients. The intervention group (n = 101) received teach-back–guided disease education plus psychological and lifestyle support, in addition to usual care. Controls (n = 94) received usual care alone. Outcomes included QoL (EORTC QLQ-C30), anxiety, depression, anger, disease knowledge, C-reactive protein (CRP), and immunoglobulin G (IgG). Linear mixed-effects models estimated group differences; Hedges g was reported. QoL improved in both groups, with an additional benefit in the intervention group (Time×Group β = 0.705; 95% CI 0.261–1.149; P = 0.004; Hedges g = 0.251). Anxiety, depression, and anger decreased in both groups; the intervention group showed larger reductions in anxiety (β = −0.173; 95% CI − 0.341 to − 0.006; P = 0.009; g = − 0.117), depression (β = −0.177; 95% CI − 0.352 to − 0.003; P = 0.046; g = − 0.112), and anger (β = −0.567; 95% CI − 0.732 to − 0.002; P = 0.038; g = − 0.682). Disease knowledge increased without a between-group difference (β = 0.183; P = 0.657). Exploratory analyses suggested larger reductions in CRP (β = −3.442; 95% CI − 6.296 to − 1.411; P = 0.014) and IgG (β = −0.632; 95% CI − 0.988 to − 0.276; P = 0.043). A teach-back centred multidimensional intervention improved QoL and emotional outcomes beyond usual care. The observed between-group differences in CRP and IgG were exploratory associations. Future multicentre randomised studies with longer follow-up are needed to confirm the durability and generalisability of the QoL and emotional benefits observed in this study.
A significant global rise in head and neck cancer (HNC) has been recorded, with Human Papillomavirus (HPV) now responsible for most oropharyngeal squamous cell carcinomas (OPSCC) in the USA and UK [1]. The UK introduced...A significant global rise in head and neck cancer (HNC) has been recorded, with Human Papillomavirus (HPV) now responsible for most oropharyngeal squamous cell carcinomas (OPSCC) in the USA and UK [1]. The UK introduced prophylactic HPV vaccination for adolescent boys in 2019, adopting a gender-neutral prevention strategy [2]. However, vaccine uptake remains below target nationally and internationally, particularly among males, a recognised high-risk group for HPV-positive OPSCC [3]. This highlights the need for clearer, more accessible educational resources to improve early detection, prevention, and support the management of this patient group. By recruiting a panel of 16 experts with personal/professional experience in the field of head and neck oncology, education, virology and cancer awareness and prevention, the Delphi method was employed to reach a consensus on areas of priority, key target audiences and the accessibility and delivery in order to aid the design of an eLearning platform on this topic, with experts being provided with 3 rounds of e-questionnaires. Response rates were 100% in rounds 1 and 2 (n = 16) and 93% in round 3 (n = 15). Thematic analysis of round 1 generated three themes: purpose and content of the eLearning resource, accessibility and delivery, and audience. By round 3, consensus (> 70% agreement) was achieved on 9 of 10 items. One item, whether to include all HPV-related cancers, reached 73% agreement (n = 11). Participants identified priority areas as awareness and prevention, support during and after an HPV + HNC diagnosis, and resources for healthcare professionals working with this population. The Delphi process provided a robust method of identifying the scope available to design and produce an eLearning platform on topics related to HPV + HNC. The expert panel highlighted that multiple resources would be required to address all areas of priority. Accessibility and was fundamental, bridging the gap on health inequality by utilising the interactivity and accessibility an eLearning resource could offer.
Cancer is projected to become the leading cause of death in Brazil within the next decade. Despite this growing burden, oncology education remains inconsistently structured in undergraduate medical curricula, potentially...Cancer is projected to become the leading cause of death in Brazil within the next decade. Despite this growing burden, oncology education remains inconsistently structured in undergraduate medical curricula, potentially limiting physicians’ preparedness for cancer care. To compare expectations and perceptions of oncology education between independent cohorts of first- and sixth-year medical students and to assess whether academic stage is independently associated with perceived preparedness and interest in oncology careers. A cross-sectional study was conducted using structured questionnaires administered to first-year (n = 152) and sixth-year medical students (n = 100) at a Brazilian institution. Multivariable logistic regression models were used to estimate adjusted odds ratios (ORs) with 95% confidence intervals (CIs), controlling for sex and family history of cancer. Sensitivity analyses were performed using ordinal regression, including all response categories. First-year students reported higher expected preparedness for oncology training, whereas sixth-year students reported lower self-perceived preparedness based on their educational experiences (80.9% vs. 68.0%; p < 0.001). Interest in oncology careers was also higher among first-year students (24.3% vs. 11.0%; p = 0.008). In adjusted analyses, academic stage remained independently associated with perceived preparedness (OR 3.83, 95% CI 1.51–9.73; p = 0.005) and career interest (OR 2.54, 95% CI 1.21–5.34; p = 0.014). First-year students were also more likely to rate key treatment modalities, including chemotherapy, radiotherapy, and immunotherapy, as essential components of undergraduate training. Sensitivity analyses yielded consistent results. Differences between cohorts were observed in expected and self-perceived preparedness, as well as in the perceived importance of oncology-related domains. These findings should be interpreted as reflecting differences in expectations and perceptions rather than changes over time or training.
Older women with early-stage hormone receptor-positive (HR+)/human epidermal growth factor receptor-2-positive (HER2-) breast cancer face many preference-based decisions regarding the treatment they receive, as some ther...Older women with early-stage hormone receptor-positive (HR+)/human epidermal growth factor receptor-2-positive (HER2-) breast cancer face many preference-based decisions regarding the treatment they receive, as some therapies can be safely omitted. Our objective was to develop a question-prompt list for patients >70 with early-stage HR+/HER2- breast cancer for use at their initial surgical consultation. We recruited women diagnosed at age ≥ 70 with cT1-2N0 HR+/HER2- breast cancer in the past year to participate in virtual focus group about their experience gathering information about their diagnosis and treatment, and to gather feedback on a question-prompt list. Baseline questionnaires were gathered and focus groups were then recorded and transcribed. A codebook was developed based on a combination of deductive and inductive codes. The research team conducted a thematic analysis and made iterative revisions to the list. Four focus groups were conducted with 4-5 participants in each (n=19 participants). The average age of participants was 74.1 (SD 3.2); 18 were non-Hispanic White. Major themes included: 1) patients and physicians share responsibility for meeting patients’ informational needs, 2) a question-prompt list is one of many helpful strategies for cancer information gathering, and 3) question-prompt lists must account for different needs by phase in the cancer journey. We developed a question-prompt list that was found useful to women ≥70 with HR+/HER-2- early-stage breast cancer. Next, we will test the effects of this list on patient-engagement and the quality of patient-physician conversations at initial breast surgical oncology consultations in a pilot trial.
Strengthening research competencies in breast cancer imaging is a priority in Latin America and the Caribbean (LAC), where disparities in access and diagnostic quality persist. We evaluated an accredited, fully asynchron...Strengthening research competencies in breast cancer imaging is a priority in Latin America and the Caribbean (LAC), where disparities in access and diagnostic quality persist. We evaluated an accredited, fully asynchronous course delivered through a multinational cancer-focused network to build practical research and scientific communication skills. We conducted a single-group before–after (quasi-experimental) evaluation using routinely collected program data from a free, institutionally accredited course (Latin American Association of Medical Physics, ALFIM). Outcomes were reach, short-term learning (matched pre/post knowledge scores), and participant-perceived quality. Paired changes were estimated with mean differences and 95% confidence intervals; effect size was summarized with Cohen’s dz. In total, 249 participants from 20 countries enrolled; 208 completed the pre-course assessment, 132 completed the post-course assessment, and 113 had matched records for paired analyses. Mean knowledge scores increased from 57.9% (SD 9.8) to 95.0% (SD 5.9), a mean gain of 37.1% points (95% CI 35.1–39.1; p < 0.001; dz = 3.40). Post-course reaction ratings were high (mean item score 4.62/5 among 110 respondents) with strong internal consistency (Cronbach’s alpha = 0.89). Open-ended feedback emphasized relevance to professional practice and requested additional guided examples and optional synchronous support. A network-based, fully asynchronous model achieved large short-term learning gains and high acceptability in a heterogeneous LAC audience. Future cycles should address attrition and evaluate longer-term transfer to research engagement and practice improvement.
Use of integrative oncology (IO) has increased substantially, with a majority of cancer patients reporting use of integrative therapies alongside conventional treatment. Despite growing patient demand and expansion of in...Use of integrative oncology (IO) has increased substantially, with a majority of cancer patients reporting use of integrative therapies alongside conventional treatment. Despite growing patient demand and expansion of integrative services at cancer centers, structured educational pathways for oncology providers remain limited. This national needs assessment evaluated interest in IO training and identified perceived barriers and priorities for curriculum development. An 18-question survey was distributed nationally to hematology/oncology, radiation oncology, and palliative care program directors, physicians, fellows, and internal medicine residents planning to enter these specialties. Programs were identified through the Accreditation Council for Graduate Medical Education (ACGME). Surveys were sent electronically with informed consent and distributed weekly for two 4-week sessions. Descriptive statistics were used to summarize responses. A total of 208 eligible participants responded to survey. The majority (71.6%) considered IO valuable or essential, meanwhile expressing interest in formal education (64.2%) in IO education. Most respondents had little or no prior integrative medicine training (85.4%). Program directors endorsed the training at valuable (50%) or essential (13.3%). Key barriers included lack of curriculum, limited faculty expertise, inadequate funding, and time constraints. Participants preferred certificate programs (48%) or fellowship distinction tracks (44%) over a standalone IO fellowship. This national needs assessment demonstrates a national training gap and support the development of structured, scalable educational pathways in integrative oncology.
Over recent decades, advances in molecular biology, genomics, and bioinformatics have substantially transformed the scientific understanding of cancer and reshaped clinical oncology. Technologies such as next-generation...Over recent decades, advances in molecular biology, genomics, and bioinformatics have substantially transformed the scientific understanding of cancer and reshaped clinical oncology. Technologies such as next-generation sequencing, molecular profiling, and biomarker identification have enabled more precise tumor classification and personalized therapeutic strategies, contributing to the consolidation of precision oncology. However, these advances are not equally accessible worldwide. While high-income countries increasingly incorporate molecular diagnostics and targeted therapies into routine clinical practice, many low- and middle-income countries still struggle to provide even basic oncological services. The objective of this reflection is to discuss the growing disparity in access to cancer knowledge, diagnostic technologies, and scientific participation between high-income and resource-limited settings. In many regions, essential tools such as immunohistochemistry, advanced imaging, and molecular testing remain limited or unavailable, leading to delayed diagnoses, empirically guided treatments, and poorer outcomes. These disparities also influence global scientific production, as most cancer research originates from well-resourced institutions, while populations with the highest burden of disease remain underrepresented in clinical trials and molecular studies. Addressing this imbalance requires global investment in diagnostic infrastructure, training of healthcare professionals, and equitable international research collaborations. Expanding access to cancer knowledge and technologies is essential to ensure that advances in oncology translate into meaningful improvements in outcomes for patients worldwide.
Colon cancer is the third leading cause of cancer death in the United States and disproportionately affects Black individuals. Screening guidelines were recently lowered to begin at age 45, but it remains unclear whether...Colon cancer is the third leading cause of cancer death in the United States and disproportionately affects Black individuals. Screening guidelines were recently lowered to begin at age 45, but it remains unclear whether widely accessed online health sources such as YouTube reflect these updates and represent high-risk racial/ethnic groups. This cross-sectional study analyzed the top 50 English-language YouTube videos (< 12 min) on “colon cancer screening” accessed in August 2024. Three reviewers assessed video quality using DISCERN and the Patient Education Materials Assessment Tool (PEMAT). Accuracy was rated on a 5-point Likert scale against the 2024 American Cancer Society and 2021 U.S. Preventive Services Task Force guidelines. Race/ethnicity of individuals in videos was subjectively categorized. The top 25 (T25) most-viewed videos were compared with the bottom 25 (B25) using Student t-tests and Fisher’s exact test. Compared with B25 videos, T25 were more understandable (Mean PEMAT: 69.0 vs. 71.5, p < 0.04) and actionable (Mean PEMAT: 52.5 vs. 58.5, p = 0.23) but less comprehensive in discussing risks and benefits of treatment. Both groups demonstrated high guideline concordance (ACS and USPSTF Likert > 4). Representation of Black and Hispanic individuals remained limited and did not differ significantly by popularity. The most popular YouTube videos on colon cancer screening are guideline-concordant, understandable, and actionable, but lack comprehensiveness on screening options, and sufficient representation of high-risk racial/ethnic groups. More comprehensive and targeted educational outreach efforts are needed to promote colon cancer screening, especially in high-risk racial/ethnic groups.
Fey T, Herzig T, Rupp I
… +14 more, Haidn U, Inckemann S, Benthaus T, Beyer G, Corradini S, Holch JW, Mahner S, Philipp A, Theurich S, de Toni EN, Tufman A, Wuerstlein R, Heinemann V, Erickson N
Approximately 500,000 people are diagnosed with cancer in Germany each year. It is estimated that 37% of these cases are preventable. However, public awareness of cancer prevention, particularly of the European Code Agai...Approximately 500,000 people are diagnosed with cancer in Germany each year. It is estimated that 37% of these cases are preventable. However, public awareness of cancer prevention, particularly of the European Code Against Cancer (ECAC), remains low. The mobile exhibition Step by Step through Cancer Prevention by the Comprehensive Cancer Center Munich (CCC Munich) was developed to provide accessible, actionable knowledge aimed to promote healthier lifestyle choices. The mobile exhibition was evaluated in a cross-sectional study using the RE-AIM framework (Reach, Effectiveness, Adoption, Implementation, and Maintenance) during the period between September 2024 and March 2025. Data were collected via an online questionnaire which was accessible through QR codes embedded in the exhibition. The survey included demographic items and questions assessing knowledge gain, behavioral intentions, and visitor feedback. Descriptive statistics were calculated in SPSS. A total of 123 participants completed the survey. Most respondents (87.8%) reported learning something new, 83.7% intended to implement at least one preventive recommendation, and 96.7% planned to share the information with others. By March 2025, the exhibition had been hosted by two companies and attracted interest from 18 institutions, with eight planning to host it in 2026. The mobile exhibition enhanced visitors’ knowledge and motivation toward healthier behaviors while demonstrating strong organizational uptake. Its interactive design and flexibility make it a scalable, cost-effective tool for cancer prevention education. Further research should evaluate long-term behavioral outcomes and strategies to reach populations with lower health literacy.
Shash E, Sebaie ME, Youssef O
… +11 more, Anter N, Hegazy A, Naoum R, Abdelrahman M, Galal H, Mahfouz A, Affify A, Montasser M, Ahmed A, Eid R, Bektash F
J Cancer Educ
· 2026 Mar · PMID 41917277
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Patient education in low- and middle-income countries (LMICs) is increasingly challenged by declining engagement with written materials and widespread exposure to misinformation on social media. At a comprehensive cancer...Patient education in low- and middle-income countries (LMICs) is increasingly challenged by declining engagement with written materials and widespread exposure to misinformation on social media. At a comprehensive cancer center in Egypt, a needs assessment identified a high prevalence of misconceptions and minimal reliance on healthcare professionals as information sources. This paper describes a reproducible methodology for developing and implementing culturally adapted audiovisual breast cancer education delivered in colloquial Egyptian dialect, supported by multidisciplinary scientific governance and regulatory review. We report the end-to-end process for topic prioritization, script development, dialect adaptation, storyboarding, production, iterative multidisciplinary scientific validation, regulatory submission and approval, and clinical integration within structured education workflows. We position the model within an implementation science lens, emphasizing acceptability, feasibility, fidelity, and sustainability. The model operationalized a standardized workflow producing an initial video set targeting (1) misconception correction and (2) simplified disease understanding, followed by iterative topic expansion into lymphedema, radiotherapy toxicities, and chemotherapy toxicities. Patient preference data and satisfaction/acceptability signals for audiovisual delivery and dialect comprehensibility have been reported in associated program evaluations and support scalability of this approach. A dialect-based audiovisual education model governed through multidisciplinary scientific review and regulatory oversight is feasible within routine oncology care in LMIC settings. This paper provides a transferable framework and reporting structure to support replication by other institutions, including governance safeguards for multi-stakeholder and public–private partnership contexts.
Guirguis PG, Youssef M, Punreddy A
… +3 more, Botros M, Raiford M, McDowell S
J Cancer Educ
· 2026 Mar · PMID 41902875
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Primary bone tumors (PBT), whether benign or malignant, can cause significant psychological distress for patients. Many patients seek medical information on YouTube; however, the reliability and educational value of thes...Primary bone tumors (PBT), whether benign or malignant, can cause significant psychological distress for patients. Many patients seek medical information on YouTube; however, the reliability and educational value of these videos remain unclear. This study aims to evaluate the quality, reliability, and educational content of YouTube videos on common benign and malignant PBTs and assess whether specific video characteristics influence these factors. A YouTube search was conducted using the terms “Osteosarcoma,” “Ewing Sarcoma,” “Chondrosarcoma,” “Osteochondroma,” “Enchondroma,” and “Osteoid Osteoma.” The top 50 videos per tumor type were analyzed for video characteristics, uploader attributes, and content quality. Video reliability and educational value were assessed using the Video Power Index (VPI), Global Quality Scale (GQS), and Journal of the American Medical Association (JAMA) benchmark criteria. Videos pertaining to malignant PBTs (n = 99) and benign PBTs (n = 102) were recorded. Video content included disease-specific information (malignant, 38% vs. benign, 32%), patient experience (malignant:41% vs. benign:2%), anatomy/histology visuals (malignant:11% vs. benign:31%), among others. Authors were 25% vs. 12% female, and 57% vs. 54% attending physicians for malignant and benign videos, respectively. Mean JAMA and GQS scores for malignant tumors was 2.6 ± 0.81 and 2.49 ± 0.94, respectively. Mean JAMA and GQS scores for benign tumors was 2.12 ± 0.97 and 2.01 ± 0.91, respectively. The overall quality, reliability, and educational content of YouTube videos on PBTs were inadequate. As YouTube continues to serve as a primary information source, further research should focus on optimizing the creation of high-quality, medically accurate content for patients.
Kulaksız T, Steinbacher J, Ganz M
… +2 more, Klein M, Kalz M
J Cancer Educ
· 2026 Mar · PMID 41896496
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Grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT), this study investigates factors influencing oncology healthcare professionals’ intentions to use e-learning within an inter-specialty training p...Grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT), this study investigates factors influencing oncology healthcare professionals’ intentions to use e-learning within an inter-specialty training program. A cross-sectional online survey was conducted across EU/EEA/UK countries with 67 educators and 97 learners. Adapted UTAUT-based measures assessed performance expectancy, effort expectancy, facilitating conditions, attitudes toward e-learning, self-efficacy, and behavioral intention. Multiple regression analyses revealed that for educators, attitudes toward e-learning were the only significant predictor of behavioral intention to use e-learning for teaching, explaining 75.2% of the variance. For learners, attitudes toward e-learning and performance expectancy significantly predicted behavioral intention to use e-learning, explaining 60.6% of variance. These findings highlight attitudes toward e-learning as the strongest determinant of e-learning acceptance. Institutions should foster positive technology attitudes through supportive environments, awareness initiatives, and incentives to enhance digital learning adoption in oncology education.