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Educational innovation to integrate cancer survivorship in primary care: course evaluation and learner outcomes

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Abstract

Purpose

To evaluate the outcomes of an online cancer survivorship course designed to influence practice change in primary care clinicians through asynchronous education that incorporates emotionally sensitive patient stories and practical resources to prepare clinicians to care for cancer survivors.

Methods

The Health After Cancer: Cancer Survivorship for Primary Care continuing medical education (CME) course launched in April 2020. Learners who earned CME credit for the course (n=288) completed a survey that assessed satisfaction, engagement, and intent to change practice. A follow-up survey was completed by a subset of learners (n=47) and evaluated impact on clinical practice. Metrics representing learners’ interaction with the course were collected automatically. Quantitative survey data and learner metrics were analyzed descriptively, and qualitative survey data were coded to generate latent themes relevant to learning outcomes.

Results

The course reached a global audience of learners from the USA and 40 countries. Each patient case had slight drop-offs in viewership over video play time. Learners reported high satisfaction and relevance to practice. Three latent themes were generated from the qualitative data: improve patient communication, utilize course materials, enhance collaboration with multidisciplinary team.

Conclusions

The course achieved its purpose of educating learners through an asynchronous format that showcased the value of using patient-centered stories to close a knowledge gap related to cancer survivorship care. Learners self-reported changes in practice; however, further assessment needs to be conducted to measure long-term impact to clinical practice.

Implications for Cancer Survivors

Educational approaches that prepare generalists and specialists to care for cancer survivors are essential to optimize health outcomes for cancer survivors. Ongoing efforts are needed to increase use of these resources throughout medical training and within the primary care community.

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References

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Acknowledgements

The authors wish to thank the Stanford University School of Medicine Educational Technology team for their invaluable contributions to the instructional design and production of the course called Health After Cancer: Cancer Survivorship for Primary Care.

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Funding

Stanford Cancer Institute funds provided to Lidia Schapira, MD, were used to support course development.

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Authors and Affiliations

Authors

Contributions

All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by Jayzona Alberto, Stephanie Smith, Lidia Schapira, and Jennifer Kim. The first draft of the manuscript was written by Jayzona Alberto and Stephanie Smith and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.

Corresponding author

Correspondence to Jayzona Alberto.

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The authors declare no competing interests.

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Alberto Jayzona and Smith Stephanie M. are co-first authors.

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Alberto, J., Smith, S.M., Kim, J. et al. Educational innovation to integrate cancer survivorship in primary care: course evaluation and learner outcomes. J Cancer Surviv 16, 24–32 (2022). https://doi.org/10.1007/s11764-021-01131-6

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  • DOI: https://doi.org/10.1007/s11764-021-01131-6

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