Learning Experience Contribution to Effective Cancer Education?

Abstract

Background: Cancer patient needs information to make informed decision. A registered cancer society in Malaysia, KanWork supports those affected by cancer by providing such information through regular structured education program. The programs were designed based on the learners needs addressing issues related to medical, clinical, psychological, spiritual, motivational, and healthy lifestyle. The programs were carried out in collaboration with cancer hospitals at their venues. Each program lasted 3 hours. The program was guided by adult learning principles. For accountability and further improvement, there is a need to evaluate the effectiveness of the program. This paper reports the programs and their effectiveness from the participants' perspective. Aim: To determine the relationship between program management (learning experience provided to participants, and facilities), and the cancer education program effectiveness. To determine predictors that contribute toward the program effectiveness. Methods: A customized instrument to measure the education program effectiveness related constructs was developed guided by literature. The questionnaire was administered to 868 participants of 8 cancer education programs carried out between 2015 and 2017. 481 (55%) returned the questionnaire. Descriptive statistics, Pearson product-moment correlations and multiple linear regression were used to analyze the data. Results: Majority (91%) who attended the education program were women and cancer patient/survivor (50%). There is positive relationship between learning experience (r=0.895, P = 0.00), program facilities (r=0.435, P = 0.00), and program effectiveness. Learning experience (β = .916; P < .000) showed a predictor and major contribution to cancer education program effectiveness. An appropriate learning experience to learner is critical to ensure the education program effectiveness. Adult learners joined the program to solve their problematic situation in their cancer journey. An appropriate learning experience is one that contributes to meeting their needs, they can follow (e.g., conducted in local language) (Bahasa Malaysia) and terms they can comprehend, and with two way communication channel that gives them chance to be engaged. The experienced facilitators, expert in their respective fields were able to provide meaningful learning experience to participants. Conclusion: Appropriate learning experiences and program facilities contributes toward effective cancer education program in a Malaysian context. The findings strengthen adult learning constructs that guide such program. Further research will give insight to education program in different contexts.