TY - JOUR
T1 - A multidimensional approach to breast cancer education
AU - Plymale, Margaret A.
AU - Donnelly, Michael B.
AU - Blue, Amy V.
AU - Felts, Janet
AU - McGrath, Patrick C.
AU - Kenady, Daniel E.
AU - Schwartz, Richard W.
AU - Sloan, David A.
PY - 2000/3
Y1 - 2000/3
N2 - Background. This study was undertaken to present a multidimensional breast cancer education package (BCEP) to medical students in an effort to improve breast cancer education. Methods. The students were exposed to a four-part BCEP consisting of a hands-on structured clinical instruction module (SCIM), a lecture, a problem-based learning (PBL) small-group discussion, and a written manual. Each component was evaluated with a questionnaire. Students responded to the items using a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Results. The mean overall evaluations for the BCEP components were: SCIM, 4.6; lecture, 4.0; manual 3.8, and PBL discussion, 3.6. Highly rated qualities of the SCIM included organization (4.7), faculty preparedness (4.8), and opportunity to practice skills (4.5). The students agreed that the lecture (4.1), manual (3.8), and PBL discussion (4.2) had prepared them for the SCIM. Conclusion. This innovative BCEP effectively improved students' understanding of breast cancer.
AB - Background. This study was undertaken to present a multidimensional breast cancer education package (BCEP) to medical students in an effort to improve breast cancer education. Methods. The students were exposed to a four-part BCEP consisting of a hands-on structured clinical instruction module (SCIM), a lecture, a problem-based learning (PBL) small-group discussion, and a written manual. Each component was evaluated with a questionnaire. Students responded to the items using a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Results. The mean overall evaluations for the BCEP components were: SCIM, 4.6; lecture, 4.0; manual 3.8, and PBL discussion, 3.6. Highly rated qualities of the SCIM included organization (4.7), faculty preparedness (4.8), and opportunity to practice skills (4.5). The students agreed that the lecture (4.1), manual (3.8), and PBL discussion (4.2) had prepared them for the SCIM. Conclusion. This innovative BCEP effectively improved students' understanding of breast cancer.
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M3 - Article
C2 - 10730795
AN - SCOPUS:0034050754
SN - 0885-8195
VL - 15
SP - 5
EP - 9
JO - Journal of Cancer Education
JF - Journal of Cancer Education
IS - 1
ER -
