Effect of a course in cancer prevention on studentsʼ attitudes and clinical behavior

Peters, Antoinette S.; Schimpfhauser, F; Cheng, Jay Chi Cheong; Daly, Sue; Kostyniak, P J

doi:10.1097/00001888-198707000-00008

Cited by 9 publications

(3 citation statements)

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“…Invoking attitude change as a way to change behavior has shown promise. For example, in medical settings experiential learning including clinical experience is more effective in changing attitudes compared to didactic learning [14] [15] . This parallels marketing studies demonstrating greater attitude change and attitude-behavior consistency for product experience versus advertising alone [16] .…”

Section: Introductionmentioning

confidence: 99%

Measuring Provider Attitudes Toward Evidence-Based Practice: Consideration of Organizational Context and Individual Differences

Aarons

2005

Child and Adolescent Psychiatric Clinics of North America

260

253

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Mental health provider attitudes toward adoption of innovation in general and toward evidence-based practice (EBP) in particular are important in considering how best to disseminate and implement EBPs. This article explores the role of attitudes in acceptance of innovation and proposes a model of organizational and individual factors that may affect or be affected by attitudes toward adoption of EBP. A recently developed measure of mental health provider attitudes toward adoption of EBP is described along with a summary of preliminary reliability and validity findings. Attitudes toward adoption of EBP are discussed in regard to provider individual differences and the context of mental health services. Finally, potential applications of attitude research to adoption of EBP are discussed.

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Section: Introductionmentioning

confidence: 99%

Measuring Provider Attitudes Toward Evidence-Based Practice: Consideration of Organizational Context and Individual Differences

Aarons

2005

Child and Adolescent Psychiatric Clinics of North America

260

253

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“…Teraski et al (7) performed a study of second‐year medical students taking a rotation in hematology/oncology and found an improvement in student attitudes following their course. Peters et al (8) demonstrated that students who took a cancer prevention course were more knowledgeable. However, there were no differences in attitudes between students who took the course and those who did not.…”

Section: Discussionmentioning

confidence: 99%

Effect of a Short Structured Session on Medical Student Breast Cancer Screening Knowledge

et al. 2003

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Formalized instruction in breast cancer screening during medical school may help improve early breast cancer detection and survival. Physicians-in-training must be proficient in skills relating to breast cancer screening. This study investigates the baseline breast cancer screening knowledge of medical students, the benefit of a structured lecture session, and its effect on improving medical students' knowledge of cancer screening. A self-administrated questionnaire relating to breast cancer screening was given to third-year medical students. A 60-minute structured lecture session was given to the medical students regarding breast cancer screening. A postintervention survey was administered immediately following the session. A total of 27 medical students were evaluated. There was a statistically significant improvement following the formalized teaching session (84% to 93%; p < 0.0016). While few students (15%) reported having previous instruction in cancer screening, most students (96%) felt that a formal session should be offered during medical school. While medical student knowledge of breast cancer screening may be adequate, formalized instruction in breast cancer health practices can improve medical student knowledge. Most students had limited previous instruction in breast cancer prevention and welcomed the opportunity for structured training in breast cancer prevention, education, and detection. Until a formal course becomes a fundamental aspect of medical education, a short structured session should be instituted.

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“…11 Four medical centers and universities took this approach and developed various education programs on topics such as cancer screening and survivorship. 12 Two of the institutions required the program for their students in addition to providing it for their faculty; 2 others offered free registration to practicing nurses, advanced practice nurses, and physicians. These are innovative methods to increase cancer knowledge among healthcare professionals.…”

Section: Introductionmentioning

confidence: 99%

An Oncology Pharmacy Practice Elective Course for Third-Year Pharmacy Students

Nystrom

Pick

2013

American Journal of Pharmaceutical Education

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Objective. To develop and implement a 1-credit-hour oncology pharmacy practice elective course for third-year pharmacy students and assess its impact on examination scores in a required pharmacotherapeutics course. Design. Major topics were identified to focus on therapeutic management and supportive care of the oncology patient. Psychosocial topics were incorporated to help pharmacy students better relate to oncology patients. Assessment. Learning was assessed by means of 2 computer-based examinations, weekly reflection posts, and a completed oncology service-learning project and reflection paper. Students enrolled in the course achieved higher pharmacotherapeutics oncology section examination scores than students who had not taken the course. Also, this course increased students' interest in oncology pharmacy. Conclusion. The oncology pharmacy elective course has received overwhelmingly positive feedback from students and student enrollment continues to grow. We will continue to offer this course to future practitioners.

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Effect of a course in cancer prevention on studentsʼ attitudes and clinical behavior

Cited by 9 publications

References 0 publications

Measuring Provider Attitudes Toward Evidence-Based Practice: Consideration of Organizational Context and Individual Differences

Measuring Provider Attitudes Toward Evidence-Based Practice: Consideration of Organizational Context and Individual Differences

Effect of a Short Structured Session on Medical Student Breast Cancer Screening Knowledge

An Oncology Pharmacy Practice Elective Course for Third-Year Pharmacy Students

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