Journal of Cancer Education

, Volume 27, Issue 3, pp 428–435

Enhancing a Cancer Prevention and Control Curriculum Through Interactive Group Discussions

  • L. P. Forsythe
  • S. M. Gadalla
  • J. G. Hamilton
  • B. M. Heckman-Stoddard
  • E. E. Kent
  • G. Y. Lai
  • S. W. Lin
  • P. Luhn
  • J. M. Faupel-Badger
Article

DOI: 10.1007/s13187-012-0376-6

Cite this article as:
Forsythe, L.P., Gadalla, S.M., Hamilton, J.G. et al. J Canc Educ (2012) 27: 428. doi:10.1007/s13187-012-0376-6

Abstract

The Principles and Practice of Cancer Prevention and Control course (Principles course) is offered annually by the National Cancer Institute Cancer Prevention Fellowship Program. This 4-week postgraduate course covers the spectrum of cancer prevention and control research (e.g., epidemiology, laboratory, clinical, social, and behavioral sciences) and is open to attendees from medical, academic, government, and related institutions across the world. In this report, we describe a new addition to the Principles course syllabus, which was exclusively a lecture-based format for over 20 years. In 2011, cancer prevention fellows and staff designed and implemented small group discussion sessions as part of the curriculum. The goals of these sessions were to foster an interactive environment, discuss concepts presented during the Principles course, exchange ideas, and enhance networking among the course participants and provide a teaching and leadership opportunity to current cancer prevention fellows. Overall, both the participants and facilitators who returned the evaluation forms (n = 61/87 and 8/10, respectively) reported a high satisfaction with the experience for providing both an opportunity to explore course concepts in a greater detail and to network with colleagues. Participants (93 %) and facilitators (100 %) stated that they would like to see this component remain a part of the Principles course curriculum, and both groups provided recommendations for the 2012 program. The design, implementation, and evaluation of this initial discussion group component of the Principles course are described herein. The findings in this report will not only inform future discussion group sessions in the Principles course but may also be useful to others planning to incorporate group learning into large primarily lecture-based courses.

Keywords

Interactive teaching Discussion groups International Education 

Copyright information

© Springer Science+Business Media, LLC (outside the USA) 2012

Authors and Affiliations

  • L. P. Forsythe
    • 1
    • 2
  • S. M. Gadalla
    • 2
    • 3
  • J. G. Hamilton
    • 2
    • 4
  • B. M. Heckman-Stoddard
    • 2
    • 5
  • E. E. Kent
    • 1
    • 2
  • G. Y. Lai
    • 2
    • 6
  • S. W. Lin
    • 2
    • 6
  • P. Luhn
    • 2
    • 7
  • J. M. Faupel-Badger
    • 2
  1. 1.Office of Cancer Survivorship, Division of Cancer Control and Population SciencesNational Cancer InstituteBethesdaUSA
  2. 2.Cancer Prevention Fellowship ProgramNational Cancer InstituteBethesdaUSA
  3. 3.Clinical Genetics Branch, Division of Cancer Epidemiology and GeneticsNational Cancer InstituteBethesdaUSA
  4. 4.Process of Care Research Branch, Division of Cancer Control and Population SciencesNational Cancer InstituteBethesdaUSA
  5. 5.Division of Cancer PreventionNational Cancer InstituteBethesdaUSA
  6. 6.Nutritional Epidemiology BranchNational Cancer InstituteBethesdaUSA
  7. 7.Hormonal and Reproductive Epidemiology Branch, Division of Cancer Epidemiology and GeneticsNational Cancer InstituteBethesdaUSA

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