CANCER PREVENTION/CONTROL EDUCATION FOR MEDICAL STUDENTS

我们建议开发、改进、实施和评估癌症控制 波士顿大学医学院(BUSM)所有学生的课程。 这项提案将建立在BUSM的承诺和资源的基础上 环境，其中包括：a)经验丰富的癌症控制领导， 包括Howard Koh博士(PI)和Marianne Prout博士(共同PI)，以前 NCI预防肿瘤学学术奖(KO7)b)获得者 BUSM强调初级保健c)BU学生院长的承诺 教育与北大医学院课程委员会全体主任 将癌症控制课程整合到所有4年的医学课程中 学生课程，专用时间总计约60小时 D)成功的BUSM少数民族学生方案和BU妇女健康中心 E)与不列颠哥伦比亚大学公共卫生学院密切互动，并 美国癌症协会(ACS)。我们将衡量基线知识， 四年制癌症控制专业学生态度与行为调查 L)，在开发授课大组的癌症控制课程时 讲课、小组学习和角色扮演(解决问题和 任务导向)和体验式学习(临床交互核心 文员职位)。然后，在第二年到第五年，我们将引入癌症控制 以连续队列的方式开设课程，以灌输知识和技能 对初级预防至关重要(预防与烟草有关的疾病 和皮肤癌)和二级癌症预防(早期发现 乳腺癌、子宫颈癌、结肠癌/直肠癌和皮肤癌)。核心教员 将向两位初级保健教师讲授癌症控制课程 教师和学生。反过来，初级保健教师将承担大部分 临床教学年中的学生带教。我们将衡量以下方面的影响 这门关于学生知识、态度和实践的课程(2- 5)与基准线(第1年)相比。我们假设，相比于 基线“参照”学生，“干预学生将：1) 更多关于癌症控制措施的知识 癌症预防和二级预防2)有更好的态度和 更有意愿积极咨询和筛查高危患者，以及 更加重视它的价值3)有更高的实践和技能 (以核心办事员身份、病人轮换和其他设置衡量) 识别高危患者，为控烟和阳光提供咨询 保护和促进癌症的早期发现。我们相信这一点 该计划将成为整合癌症控制教育的典范 进入美国医学院，并领导未来医生的培训 在癌症控制方面。

We propose to develop, refine, implement,and evaluate a cancer control curriculum for all Boston University School of Medicine (BUSM) students. This proposal will build on the commitment and resources of the BUSM environment, which include: a) Experienced cancer control leadership, including Dr. Howard Koh (PI), and Dr. Marianne Prout (Co-PI), previous recipients of the NCI's Preventive Oncology Academic Award (KO7) b) Strong BUSM Emphasis on Primary Care c) Commitment from the BU Dean of Student Education and all directors of the BU Medical School Curriculum Committee to integrate a cancer control curriculum into all 4 years of the medical student curriculum, with dedicated time totalling approximately 60 hours d) A successful BUSM Minority Student Program and BU Women's Health Center e) Close interaction with the BU School of Public Health (BUSPH), and the American Cancer Society (ACS). We will measure baseline knowledge, attitudes and practices for cancer control students of all 4 years (Year l), while developing the cancer control curriculum of didactic large-group lectures, small-group learning with role playing (problem-solving and task-oriented) and experiential learning (clinical interactions core clerkships). Then, in years 2-5, we will introduce the cancer control curriculum in a serial cohort fashion to instill knowledge and skills critical for primary prevention (prevention of tobacco-related diseases and skin cancer) and secondary cancer prevention (early detection of cancers of the breast, cervix, colon/rectum, and skin). A core faculty will teach the cancer control curriculum to both primary care faculty preceptors and students. In turn, primary care faculty will do the bulk of the student teaching in the clinical years. We will measure the effects of this curriculum on students' knowledge, attitudes, and practices (Years 2- 5) as compared to baseline (Year 1). We hypothesize that, compared to baseline "referent" students, "interventions students will: 1) have greater knowledge of cancer control measure with respect to primary prevention and secondary prevention of cancer 2) have better attitudes and greater intention to actively counsel and screen at-risk patients, and attach greater importance to its value 3) have higher practice and skills (as measured in core clerkship patient rotations and other settings) for identifying at-risk patients, counseling for tobacco control and sun protection and facilitating early detection of cancers. We believe this program will serve as a model for integrating cancer control education into American medical schools and lead the training of future physicians in cancer control.