J Canc Educ (2014) 29(Suppl 1):S1–S89 DOI 10.1007/s13187-014-0707-x

2014 International Cancer Education Conference Program & Abstract Co-Provided by:

Program Co-Chairs: Gilad Amiel MD (AACE) Janine Kokal MS, RN, OCN (CPEN) Local Arrangements Chairs: Cathy Meade RN, PhD, FAAN Gwendolyn Quinn PhD

Jointly Organized by:


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The American Association of Cancer Education (AACE), the Cancer Patient Education Network (CPEN), and the European Association for Cancer Education (EACE) will sponsor the only meeting in the USA dedicated to cancer education. The meeting will include a multidisciplinary forum to support cancer educators in providing the best methods of prevention, diagnosis, treatment, and survivorship with the goal of increasing positive outcomes for cancer patients and their families. Cancer educators will present successful educational models, programs, and research strategies to support best practice developments in the field and facilitate interdisciplinary research and collaboration among practices. The goal of the joint AACE-CPEN-EACE meeting is to extend the health profession’s education community from which we can learn and share best practices in cancer education, optimizing our educational efforts to support global programs.


Strengthen and develop global cancer education programs to build expertise and leverage resources across nations to address the burden of cancer and cancer deaths.

Learning Objectives The International Cancer Education conference explores new and creative education models that support best practice developments in the field and facilitate interdisciplinary research across the cancer care continuum. New this year will be an extensive focus on global outreach and the use of effective and innovative formats and technologies. After attending this conference, the participant shall be able to: Healthcare Professional Education/Multimedia and Technology

Needs Assessment While the US cancer death rates for the four most common cancers and cancer rates in general have decreased (National Cancer Institute, NIH, DHHS, 2012), there has been a rise in cancer-related health disparities and less common cancers, such as skin cancer and those related to obesity. In the follow-up report of the Institute of Medicine’s ten recommendations for improving the Quality of Cancer Care in America, it is clear that some cancer patients are not receiving ideal care, with the greatest challenges centering on how to define and implement nationwide solutions. Action and education of providers and adoption of evidence-based innovations were suggested methods to accelerate improvements (Spanks et al. 2011). In an effort to continue the common cancer trend reductions and focus attention on reducing disparities and prevention, early recognition and treatment of less common cancers, the professional work force must be educated and wellinformed of the latest research and best practices. Learning gaps include the following: & &


Practice, research, and professional development updates for education professionals and students related to cancer diagnosis, treatment, and survivorship care. Focus on innovative professional education delivery models (including information technology and social media) to address the education, information, and resource needs of patients and families experiencing cancer with the goal of positive patient outcomes. Discover and develop new sources of funding for cancer education and support programs within the current economic environment.

1. Develop strategies related to research and programs on cancer education using effective and innovative formats (including novel information technology and social media platforms). 2. Identify opportunities to assist junior investigators and new educational practitioners from underrepresented minority populations to develop skills in education and scholarship in cancer through participation in the conference. Patient and Family Education/Multimedia and Technology 3. Identify methods to provide cancer education programs based on communication that is culturally, linguistically, and literacy relevant. 4. Discuss creative approaches for utilizing multimedia and technology for designing or evaluating cancer education programs. 5. Summarize innovative education and support programs for specific major cancers such as breast, lung, cervical, leukemia, lymphoma, prostate, colon, and other cancers. Global Outreach 6. Identify opportunities for a multidisciplinary discussion on cancer education. 7. Utilize current technology to facilitate multi-institutional collaborations, philanthropic opportunities, and grant applications in cancer education research. 8. Discuss how partnerships between national and international cancer education organizations can promote national and international cancer education. 9. Develop outreach strategies focused on international cancer education collaborations and initiatives, mainly in special populations and underserved communities around the world.

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Target Audience Surgeons, residents, physicians, nurses, educators and other allied health specialists, including medical, nursing and allied health professional students, patient advocates, hospital administrators, and social workers. Attendance is encouraged by all those focused on cancer education including: oncologists, primary care physicians, radiologists, surgeons, nurses, allied health professionals, social workers, patient/health educators, medical anthropologists, librarians and public health professionals. Previous participants have included all of the above drawn from the world’s academic medical centers and cancer care organizations responsible for developing, implementing, and evaluating cancer education curricula, research, and programs.

Conference Goals Attendees’ educational and evaluation skills will be improved through: & &

& & & &

Expert presentations by three renowned keynote speakers addressing topics of communication in cancer care and international cancer education and outreach. The opportunity for in-depth training through skill-based pre-conference workshops addressing cancer, culture and literacy; grant writing; publishing and preparing a research project for publication; and program evaluation focusing on metrics to evaluate patient education programs. Access to over 100 research, best practices, and quality improvement poster presentations. Collaborative research and best practice sharing to encourage multidisciplinary and multisite program planning during focused roundtable sessions. Access to 80 expert faculty and cancer education leaders during the general conference presentations. Focused education tracks, including: global cancer education; integrating technologies and multimedia into cancer education; health literacy/communication across the cancer spectrum; special populations; patient/family education; and healthcare professional education.


accredited by the ACCME to provide continuing medical education for physicians. USF Health designates this Live Activity for a maximum of 16.25 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Nurses USF Health is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation. A maximum of 16.25 contact hours may be earned by learners who successfully complete this continuing nursing education activity. Certified Health Education Specialists (CHES) USF Health has been designated as a Multiple Event Provider (#FL0027, exp. 12/31/16) of Category I continuing education contact hours in health education by the National Commission for Health Education Credentialing, Inc. This program has been reviewed and approved for up to 16.25 60-min contact hours for Certified Health Education Specialists (CHES) event number AE2015331. Florida Licensed Clinical Social Workers, Licensed Marriage and Family Therapists, Licensed Mental Health Counselors Florida licensed clinical social workers, mental health counselors, and marriage and family therapist. Attendees are encouraged to check with their local state board to determine their acceptance of a Florida Accreditation Certificate. USF Health is an approved provider (BAP#433—Exp. 3/31/15) of continuing education credits for clinical social work, marriage and family therapy, and mental health counseling. This program has been reviewed and approved for up to 19.5 50-min contact hours. The conference organizers have also applied to the National Association of Social Workers for continuing education contact hours for social workers licensed in 37 states other than Florida.




Disclosure of Relevant Financial Relationships with Commercial Interests

This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education through the joint providership of USF Health and the American Association for Cancer Education. USF Health is

USF Health endorses the standards of the ACCME and ANCC that require everyone in a position to control the content of accredited educational activity to disclose all financial relationships with commercial interests that


are related to the content of the educational activity. All accredited activities must be balanced, independent of commercial bias and promote improvements or quality in healthcare. All recommendations involving clinical medicine must be based on evidence accepted within the medical profession. A conflict of interest is created when individuals in a position to control the content of an accredited educational activity have a relevant financial relationship with a commercial interest which therefore may bias his/her opinion and teaching. This may include receiving a salary, royalty, intellectual property rights, consulting fee, honoraria, stocks or other financial benefits. USF Health will identify, review and resolve all conflicts of interest that speakers, authors or planners disclose prior to an educational activity being delivered to learners. Disclosure of a relationship is not intended to suggest or condone bias in any presentation but is made to provide participants with information that might be of potential importance to their evaluation of a presentation. USF Health does not endorse any products or services. The following speakers, authors, and planners have provided USF Health with disclosures of relevant financial relationships that exist and may be considered a potential conflict of interest. Presentations of these individuals have been peer-reviewed and were found to be balanced, to be free of commercial bias, and to promote improvements or quality in healthcare: Speaker/Author: Daniel Golden Dr. Daniel Golden is a co-owner of Radoncquestions.com, a multiple-choice review website for radiation oncology. Author: Jennifer Klemp Jennifer Klemp is the CEO of Cancer Survivorship Training for Healthcare Professionals (CST) and oversees CST’s course content and facilitates relationships with the oncology. All other speakers, authors, and planners have disclosed no potential conflicts of interest as of 10 July 2014.

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Donna Branson Huntsman Cancer Institute Ann Breen APRN, OCN* Seattle Cancer Care Alliance (Conference Nurse Planner) Becki Brown MA Stewart’s Caring Place Regina Carlisle BSN, RN* University Hospitals Seidman Cancer Center Chesley Cheatham MEd, MCHES Seidman Cancer Center Melany Cueva* Alaska Native Tribal Health Consortium Jackie Foster RN, MPH* National Marrow Donor Program Clement Gwede PhD, MPH, RN H. Lee Moffitt Cancer Center & Research Institute Kathleen Heneghan RN, MSN, PNP-C* American College of Surgeons Sally Hooper MSW, LICSW Massachusetts General Hospital Cancer Center Janine Kokal MS, RN, OCN* Mayo Clinic Cancer Center David Latini PhD Baylor College of Medicine

Planning Committee

Frances Lee-Lin PhD, RN* OHSU School of Nursing

Gilad Amiel MD Baylor College of Medicine

John Luque Georgia Southern University

Judith Balboni RN* Dana-Farber Cancer Institute

Cathy Meade PhD, RN, FAAN H. Lee Moffitt Cancer Center & Research Institute

Maria Bishop MD University of Arizona Cancer Center

Charles Moore MD Emory University/HEALing Community Center

Susan Boyko Northeast Cancer Center

Paula Nelson-Marten PhD, RN, AOCN* University of Colorado College of Nursing

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Sheryl Ness RN, MA, OCN* Mayo Clinic Cancer Center

Darren Starmer BN, MEdStds (Hons) University of Notre Dame Australia

Gwendolyn Quinn PhD H. Lee Moffitt Cancer Center & Research Institute

Karen Stepan RN, MPH. MCHES* MD Anderson Cancer Center

Brian Rivers MPH, PhD H. Lee Moffitt Cancer Center & Research Institute

Lynda Tunon RN, MSN, OCN* Susan Vadaparampil PhD, MPH H. Lee Moffitt Cancer Center & Research Institute

Paula Schultz RN* University Hospitals Seidman Cancer Center Amr Soliman MD, PhD University of Nebraska Medical Center

Eric Vinson Northwest Portland Area Indian Health Board *Conference Nursing Content Expert and Reviewer


Conference Program *schedule subject to change

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J Canc Educ (2014) 29(Suppl 1):S1–S89 P-B15

Andrien, Tory (Cancer Care Ontario)


Abdelmutti, Nazek (Patient Education & Survivorship Program, Princess Margaret Cancer Centre) Harth, Tamara (Sunnybrook Health Sciences Centre) Hatcher, Elizabeth (George Washington University Cancer Institute) Hill, Jackie (University of Nebraska Medical Center) Hobbs, Cassie (University of Florida)

Armijillo, Eugena (New Mexico State University) Barros, Ana (Institute of Molecular Pathology and Immunology at the University of Porto—Ipatimup) Bergmans, Rachel (University of WisconsinMadison) Bishop, Maria (The University of Arizona College of Medicine) Bowman, Meghan (Moffitt Cancer Center)

3-B: 4

Holt, Cheryl (University of Maryland)

3-B: 1

Hou, Su-I (University of Georgia)

1-A: 1, 2-B: 5, P-A23

Presenting Author List

Abdelmutti, Nazek (Patient Education & Survivorship Program, Princess Margaret Cancer Centre) Amiel, Gilad (Baylor College of Medicine)

Boyko, Susan (Northeast Cancer Centre)


Workshop 5

4-B: 4

2-D P-A1 P-A2 P-A3

Breen, Ann (Seattle Cancer Care Alliance)


Bristow, Bonnie (Odette Cancer Centre)

2-A: 2, P-A4

Bryant, Monica (Triage Cancer)

3-C: 2

Carvajal, Rodrigo (Moffitt Cancer Center & Research Institute) Castro, Eida (Ponce School of Medicine)


Charlebois, Josee (The Ottawa Hospital)

1-C: 1

Saturday Plenary

Chenier, Roshanda (Baylor College of P-B2 Medicine) Colon, Isnory (Roswell Park Cancer Institute) P-B4 Colon, Jomary (Roswell Park Cancer Institute) Cueva, Melany (Alaska Native Tribal Health Consortium) D’Addurno, MLS, Holly (Duke Cancer Institute) Daraei, Pedram (Emory University School of Medicine Department of Otolaryngology—Head and Neck Surgery) Dark, Graham (Newcastle University)

P-B3 1-B: 1, P-B5

1-B: 3, P-A17 1-C: 3 4-A: 5 4-D

Hovick, Shelly (The Ohio State University)


Huettel, Alicia (St. Jude Children’s Research Hospital) Hurtado-de-Mendoza, Alejandra (Georgetown University) Islas, Elzbeth (University of California, San Diego) Jiang, Xiaqing (University of Nebraska Medical Center) Kennedy, Stephenie (West Virginia University) Kratzke, Cindy (New Mexico State University) Krebs, Linda (University of Colorado College of Nursing) Latini, David (Baylor College of Medicine)


Laubscher, Anedny (Baylor College of Medicine) Lei, Ming (National Cancer Institute)

P-B8 P-B9 P-B20 4-C: 1 4-A: 4, P-A20 Workshop 6 Workshop 5 P-B10 Friday Plenary

Lopez, Kerri (Northwest Portland Area Indian 3-B: 3 Health Board) Luque, John (Georgia Southern University) 3-A: 1 MacBride, Sheila (University of Dundee)

1-B: 4

2-A: 5

Martin del Campo, Miguel A. (UCSD Moores P-A24 Cancer Center) May, Leana (Harvard Medical School) 2-D

2-C: 3, P-A5, P-A6, Saturday Plenary

McGuffin, Merrylee (Odette Cancer Centre at 1-A: 4 Sunnybrook Health Sciences Centre) McIntyre, Jessica (Moffitt Cancer Center) 4-C: 5


McCallum, Meg (Cancer Care Nova Scotia)

Davis, Jenna L (Moffitt Cancer Center)


Davis, Stacy (Moffitt Cancer Center)


Deshler, Amy (Mayo Clinic)

Friday Plenary

Dignan, Mark (University of Kentucky)

Workshop 1

Di Prospero, Lisa (Odette Cancer Centre at Sunnybrook Health Sciences Centre) Fisher, Carla (George Mason University)


Fleisher, Linda (Fox Chase Cancer Center) Fleming, Khaliah (H. Lee Moffitt Cancer Center) Ford, Sabrina (Michigan State University)

1-C: 5

Foster, Jackie (National Marrow Donor Program, Be The Match) Golden, Daniel (University of Chicago)


Grabowski, Maria (UT Southwestern Simmons Cancer Center) Gronemeyer, Suzanne (St. Jude Children’s Research Hospital) Gutierrez-Casale, Mario (New Mexico State University) Hanson, Jo (City of Hope National Medical Center)

1-A: 3, P-A15, P-A16

P-A25, P-B21

McWhirter, Jennifer E. (University of 1-A: 2 Waterloo) Meade, Cathy (H. Lee Moffitt Cancer Center Workshop 3, Samuel C. and Research Institute) Harvey Memorial Lecture Messner, Carolyn (CancerCare)


Moline, Olivia (Florida A&M University)



Morales, Joanna (Triage Cancer)

3-C: 3

2-B: 2

Mullan, Patricia (University of Michigan Medical School) Nelson-Marten, Paula (University of Colorado College of Nursing) Notter, Joy (Birmingham City University)

2-C: 5; Workshop 6

3-A: 5


2-C: 1 P-A22 3-C: 5

2-C: 4, Workshop 6 4-A: 2

Odedina, Folakemi (University of Florida)

4-D, Friday Plenary

O’Meara, Christine (Georgia Regents University) Oskvarek, Jonathan (University of Chicago)

2-A: 3

Othieno-Abinya, Nicholas Anthony (University of Nairobi) Papadakos, Janet (Princess Margaret Cancer Centre) Papadakos, Tina (Princess Margaret Cancer Centre, University Health Network)

Friday Plenary

2-C: 2

2-B: 1 1-C: 4

J Canc Educ (2014) 29(Suppl 1):S1–S89 Abdelmutti, Nazek (Patient Education & Survivorship Program, Princess Margaret Cancer Centre) Payne, Lorene (University of Texas MD Anderson Cancer Center) Quinn, Gwendolyn (H. Lee Moffitt Cancer Center and Research Institute) Ramirez- Sanchez, Natalia A (UCSD Moores Cancer Center) Reed, Damon (H. Lee Moffitt Cancer Center) Regnier Denois, Veronique (HYGEE— ICLN) Rivera Colon, Venessa (Moffitt Cancer Center) Rivera, Yonaira M. (Moffitt Cancer Center) Roy, Siddhartha (Georgia Southern University) Sadler, Georgia (UCSD Moores Cancer Center) Scaramuzzo, Leah (Billings Clinic) Schaffer, Allison (Vanderbilt-Ingram Cancer Center) Scherr, Courtney (Moffitt Cancer Center)

S9 P-B15

4-C: 2 Workshop 4, Saturday Plenary P-A26 AYA Panel/Q&A 4-B: 1, P-B22 4-A: 1, P-B12

1-B: 5 P-A12 2-A: 4 2-B: 4 3-A: 2


Williamson, Chad (CE Outcomes, LLC)

4-B: 3

1-A: 5

Wischhusen, Jonathan W. (University of South Florida Morsani College of Medicine) Wong, Susanna (Simcoe Muskoka Regional Cancer Program) Wyrick, Sandra (Washington State University College of Nursing) Yancey, Jeff (Huntsman Cancer Institute)

2-B: 3

3-B: 2, 3-B: 5 P-A10 P-B23 3-C: 4

Sheppard, Vannesa B (Georgetown University) Sipples, Rebecca (Yale University)


Smith, Brittney (University of Nebraska Medical Center) Soliman, Amr (University of Nebraska Medical Center)


4-B: 2

Thursday Keynote Plenary, 2-D

Starmer, Darren (University of Notre Dame Australia) Stepan, Karen (The University of Texas MD Anderson Cancer Center) Stevens, Lisa (National Cancer Institute)


Suarez, Rhea (Cancer Support Community)

4-C: 3, P-B24, P-B25

Saturday Plenary

Friday Plenary

Szumacher, Ewa (Sunnybrook Odette Cancer P-B26 Centre, University of Toronto) Tanha, Jila (UT MD Anderson Cancer Center) P-B27, P-B28 2-A: 1 P-A28


P-A30 4-A: 3 P-A11

Valverde, Ivan (Baylor College of Medicine) 3-A: 3 Vamos, Cheryl (University of South Florida)

Wen, Jiajun (University of Nebraska Medical Center) Widman, Christy (Roswell Park Cancer Institute) Wigfall, Lisa T. (University of South Carolina—Arnold School of Public Health) Williams, Allika (University of Florida)



Schleper, Amy (University of Kansas Medical P-A21 Center) Schultz, Paula (University Hospitals Seidman 1-B: 2 Cancer Center) Sehovic, Ivana (Moffitt Cancer Center) P-A27

Tingen, Martha S. (Georgia Regents University, Medical College of Georgia) Tordillos, Corinna (University of Washington, Center for Clinical and Epidemiological Research, Partnerships for Native Health) Torres, Essie (East Carolina University, Department of Health Education and Promotion) Tran, Anh (University of California, San Diego) Trevino, Michelle (Roswell Park Cancer Institute) Urowitz, Sara (Cancer Care Ontario)

Abdelmutti, Nazek (Patient Education & Survivorship Program, Princess Margaret Cancer Centre) Walters, Chasity B. (Memorial Sloan Kettering Cancer Center) Walton, Tara (Cancer Care Ontario)

3-A: 4

Vetto, John (Oregon Health & Science 3-C: 1 University, division of Surgical Oncology) Villagra, Cristina (Mount Sinai School of P-B14 Medicine) Villejo, Louise (UT MD Anderson Cancer P-B29 Center)

1-C: 2 P-A31 4-C: 4


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Workshop 3

Workshop 1

Cancer Culture and Literacy: Making Health Interventions Count Cathy Meade H. Lee Moffitt Cancer Center and Research Institute, Tampa, FL, USA

Planning Evaluation of Cancer Education Mark Dignan University of Kentucky College of Medicine, Lexington, KY, USA Abstract: Background: Evaluation is comparison of accomplishments with goals and objectives. In recent decades, evaluation has become increasingly important as a tool for producing evidence of how well programs function and the outcomes they produce. While evaluation is guided by the principles of traditional research design, careful assessment requires attention to the process of providing education as well as changes in knowledge, attitudes, and practices. Purpose/Objectives: To develop plans for evaluating cancer education, it is necessary to clearly assess program expectations and methods and match them with evaluation strategies. Participants in this workshop will be able to: (a) discuss the role of logic model development in planning program evaluation; (b) distinguish among quantitative, qualitative and mixed method approaches to program evaluation; and (c) describe the uses of process and outcome measures in evaluation of cancer education. Methods/Approach: This workshop will include didactic presentation, case studies, and skill building activities. Learning Objectives: (1) As a result of participating in this activity, the participant will be able to distinguish among quantitative, qualitative and mixed-method approaches to program evaluation. (2) As a result of participating in this activity, the participant will be able to discuss the role of logic model development in planning program evaluation. (3) As a result of participating in this activity, the participant will be able to describe the uses of process and outcome measures in evaluation of cancer education. References: 1. Brooks SE, Hembree SE, Shelton BJ, Beache SY, Ashbacher G, Schervish PH, Dignan MB. Mobile mammography in underserved populations: analysis of outcomes of 3,923 women. J Community Health. 2013; 38(5):900–906. 2. Katz ML, Pennell ML, Dignan MB, Paskett ED. Assessment of cancer education seminars for Appalachian populations. J Cancer Education. 2012;27(2):287–293. 3. Zaback T, Becker T M, Dignan MB, Lambert WE. A Program Evaluation of a Summer Research Training Institute for American Indian and Alaskan Native Health Professionals. A m e r i ca n I n di an C ul t u r e a nd R e s e ar c h J o u r na l 2010:34(3):93–106. Workshop 2 withdrawn

Abstract: This session calls attention to methodological processes that strengthen the saliency of health interventions by taking into account culture and literacy. Examples of steps used to develop, adapt, and transcreate educational interventions are shared, and central strategic decisions and logistical considerations that emphasize both “content” and “context” are discussed in this interactive workshop. Learning Objectives: At the end of this workshop, participants will be able to highlight how culture and literacy inform the development of health interventions; relate at least three methodological steps that enhance the saliency of interventions, programs or materials; and summarize the value of community-engaged approaches. References: 1. Chen EK, Reid MC, Parker SJ, Pillemer K. Tailoring Evidence-Based Interventions for New Populations: A Method for Program Adaptation Through Community Engagement. Eval Health Prof. 2013 March; 36(1): 73–92. 2. Simmons VN Quinn GP Litvin EB, Rojas A, Jiménez J, Castro E, Meade CD, Brandon T H. (2011). Transcreation of validated smoking relapse-prevention booklets for use with Hispanic populations. Journal of Health Care for the Poor and Underserved. Aug;22(3):886–93. PMID: 21841285. 3. Wingood GM, DiClemente RJ. The ADAPTIT T model: A novel method of adapting evidence-based HIV Interventions. Journal of Acquired Immune Deficiency Syndromes. 2008; 47:S40–S46. [PubMed: 18301133]. Workshop 4 Grantwriting 101: Improving Your Submissions Gwendolyn Quinn H. Lee Moffitt Cancer Center and Research Institute, Tampa, FL, USA Abstract: This is a seminar on grant writing that will be led by five faculty members. The workshop will cover: how to identify the right grant mechanism for your project; how to work with collaborators; how to improve your grant text and formatting; how to respond to reviews; and a mock review session. Learning Objectives: As a result of participating in this activity, the participant will be able to identify different grant mechanisms for funding proposals; list ways to improve grant applications; and identify strategies for working with collaborators; apply lessons learned to a mock review session. References: 1. Clinical and

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Translational Medicine May 2013, 2:10, Rapid, responsive, relevant (R3) research: a call for a rapid learning health research enterprise William T Riley, Russell E G l a s g o w, Ly nn E t h e r e dg e , A m y P A b er n e t h y. 2. Reporting Quality of Social and Psychological Intervention Trials: A Systematic Review of Reporting Guidelines and Trial Publications Published: May 29, 2013 •DOI: 10.1371/journal.pone.0065442.

Workshop 5 Understanding How to Use Quality of Life in Research and Patient Care David Latini, Gilad Amiel Baylor College of Medicine, Houston, TX USA Abstract: Using genitourinary cancer as a template, this workshop will provide an overview of techniques to select and evaluate a quality of life measure for a research project or for patient care. Questionnaire banks and samples of validated, reliable measures will be discussed. In instances where measures do not exist, we will discuss mixed-method approaches in eliciting patient concerns, developing new questions, and receiving patient feedback on new questions. Methods for demonstrating the reliability and validity of new measures will be described. The workshop will end with discussing methods of identifying clinically significant changes in quality of life and illustrate how to use quality of life measures in patient follow-up. Learning Objectives: As a result of participating in this activity, the participant will be able to: (1) List quality of life measures relevant to cancer survivorship, (2) List databases of reliable, validated measures, (3) Determine important characteristics in selecting an existing measure for use in their research or practice, (4) List methods for developing new measures of quality of life, and (5) Describe methods for using validated, reliable quality of life methods in patient management. References: 1. Vij A, Kowalkowski MA, Hart T, Goltz HH, Hoffmann DJ, Knight SJ, Caroll PR, & Latini DM. (2013). Symptom management strategies of men treated for localized prostate cancer: The Prostate Cancer Patient Education Project (PCPEP). Journal of Cancer Education, 28, 755– 761. PMID: 23996206. 2. Hart, T, Coon, DW, Kowalkowski, MA, Zhang, K, Hersom, JI, Goltz, HH, Wittman, D, & Latini, DM. (In press). Changes in sexual roles and quality of life for gay men after prostate cancer: challenges for sexual health providers. Journal of Sexual Medicine. 3. Kowalkowski, MA, Chandrashekar, A., Amiel, GE, Lerner, SP, Latini, DM & Goltz, HH. (In press). Bladder cancer survivors report sexual dysfunction and misinformation: Results of crosssectional mixed methods research. Sexual Medicine.


Workshop 6 Using Narrative, Reflection, and Culture in Teaching the Meaning of Illness 1 Paula Nelson-Marten, 1Linda Krebs, 2Patricia Mullan 1 University of Colorado College of Nursing, Aurora, CO, USA, 2University of Michigan Medical School, Ann Arbor, MI, USA Abstract: Background: Students in the healthcare disciplines, especially nursing and medicine, are generally healthy and are often young. They may not have experienced friends/family members having chronic or serious illness. Understanding what it means to be chronically or seriously ill from a physical, social, psychological, and spiritual aspect is an important concept for health care students to grasp so that they can learn to be therapeutic and reflective in their approaches to an individual/patient. This process can assist students to develop referents for planning individualized care. Culture also plays an important role in understanding illness. Description: The purpose of this session is to have an interactive dialogue through which the three workshop faculty shares their experiences using narrative, reflection, and cultural techniques/concepts in teaching health care students to (1) gain insight into what the experience of illness, especially chronic/serious illness, can mean to an individual and (2) understand the impact it can impart on one’s life journey. The process of reflection constitutes a critical step in making sense of and transforming what is observed and what is taught into transformative learning. Opportunities will be included for workshop participants to share their own experience in using these three teaching techniques and to share the impacts they have observed in student learning through use of these processes. Approach: The workshop approach will include the workshop faculty sharing their experiences with the use of narrative, reflection, and cultural techniques/concepts in teaching students to understand the meaning of illness. Evaluative methods will be shared. Workshop participants will be encouraged to share (1) their own experiences in using these techniques and (2) methods they have used in the past to evaluate student learning using these three methods. Usefulness: The workshop faculty believes that helping teachers and students to learn skills in reflection and incorporating narrative and cultural aspects into teaching and assessment can enhance the impact of our educational efforts. Learning Objectives: As a result of participating in this activity, the participant will be able to: 1. Define narrative, reflection, and cultural techniques/concepts used in teaching health care students to gain insight into the meaning of illness and


its potential impact on the life journey of the individual/ patient. 2. Describe the potential effects this teaching process can have on the process of student learning. References: 1. Johna, S. (2014). What can we learn from narratives in medical education? Perm J. 2014 Spring; 18(2): 92–94. 2. Sakalys, J. (2013). Restoring the patient’s voice: the therapeutics of illness narratives. J Holistic Nursing, 21:228–241. 3. Weber, C. & Silk, H. (2007). Movies and medicine: an elective using film to reflect on the patient, family, and illness. Literature and the Arts in Medical Education, 39(5):317–319. Adolescent/Young Adult (AYA) Survivor Panel and Q&A Damon Reed (moderator) H. Lee Moffitt Cancer Center, Tampa, FL, USA Abstract: AYA survivors briefly tell their stories and address the questions “How could we improve cancer education for AYA patients” and “What could we be doing better.” Learning Objectives: Participants shall be able to identify the primary quality of life issues experienced by AYA cancer survivors. Participants shall be able to examine the cancer education needs of AYA cancer survivors. Participants shall be able to query the panel of AYA cancer survivors about their experiences. References: 1: Coccia PF, Pappo AS, Altman J, Bhatia S, Borinstein SC, Flynn J, Frazier AL, George S, Goldsby R, Hayashi R, Huang MS, Johnson RH, Beaupin LK, Link MP, Oeffinger KC, Orr KM, Reed D, Spraker HL, Thomas DA, von Mehren M, Wechsler DS, Whelan KF, Zebrack B, Shead DA, Sundar H. Adolescent and young adult oncology, version 2.2014. J Natl Compr Canc Netw. 2014 Jan;12(1):21–32; quiz 32. PubMed PMID: 24453290. 2: Zebrack B. Patient-centered research to inform patientcentered care for adolescents and young adults (AYAs) with cancer. Cancer. 2014 May 28. doi: 10.1002/cncr.28734. [Epub ahead of print] PubMed PMID: 24890786. Keynote Plenary Cancer Education in Low- and Middle-Income Countries (LMICs): Challenges and Opportunities Amr Soliman University of Nebraska Medical Center, Omaha, NE, USA Abstract: Topics of this presentation will include: (1) Profile of Cancer in LMICs. (2) Objectives of cancer education programs in LMICs. (3) How are cancer education programs in LMICs established and maintained? (4) Challenges for cancer education in LMICs. (5) Opportunities and future of cancer education in LMICs. Learning Objectives: Participants should learn about global cancer education objectives, the establishment and maintenance of cancer control programs and

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their educational components in LMICs, and the current status and future opportunities for global cancer education. References: 1. Soliman AS, Mullan PB, O’Brien KS, Thaivalappil S, Chamberlain RM. Career development needs assessment in cancer prevention and control: Focus on research in minority and international settings. J Cancer Educ 26(3):409–419, 2011. PMID: 21681434. 2. Soliman AS, Schairer C. Considerations in setting up and conducting epidemiologic studies of cancer in middle- and low-income countries: the experience of a case-control study of inflammatory breast cancer in North Africa in the past 10 years. Cancer Med 1(3):338–349, 2012. PMID: 23342283. Session 1-A: Site-Specific Cancer Education 1-A: 1—The Impact of a Worksite Colorectal Cancer Screening Intervention on Knowledge, Screening Beliefs, and Uptakes Among Middle- and Older-Age Employees in Taiwan Su-I Hou1, Peng-Hsi Hou2, Ho-Shong Hou3 1 University of Georgia, Athens, GA, USA, 2The National Taipei University of Technology, Taipei, Taiwan, 3National Taitung University, Taitung, Taiwan Abstract: Purpose: This study assessed the impact of a worksite screening intervention on colorectal cancer (CRC) knowledge, screening beliefs, and uptakes among Chinese middle- and older-age employees. Methods: Participants age 40+ years were recruited from ten worksites in Taiwan (valid n=375). A single group pretest and posttest design was used. The screening intervention included a brief information session at participating workplaces, a take-home screening brochure, and a free home-administered fecal occult blood test (FOBT) kit. RESULTS: Participants’ mean age was 48.18 (SD=8.79) and 58.8 % were males. The 1-month follow-up rate was 81 % (304/375). FOBT completion rate using the home-administered kit (HAK) was 74 %. Participants scored 70 % correctly on CRC knowledge (five items) at baseline. Over half wrongly thought young people were more likely to have CRC, and near 40 % did not know people normally feel ok in early stages of cancers. Paired t tests showed significant increase of CRC knowledge (p

Abstracts of the International Cancer Education Conference, October 22-25, 2014, Clearwater Beach, Florida.

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