Undergraduate students harbor a number of misconceptions about the complexity of cancer. Though educational interventions have been shown to promote student learning of various aspects of this ubiquitous disease, to date no studies have evaluated undergraduate student understanding of the Hallmarks of Cancer, a set of core properties that have emerged as the defining characteristics that drive cancer development and progression. This study documents poor baseline knowledge of many fundamental aspects of cancer biology and genetics by 2nd- and 3rd-year undergraduate students, and it evaluates the efficacy of a student-centered project as a pedagogical strategy for improving student understanding of both the hallmarks of cancer and the genetic influences that drive their acquisition by cancer cells. Using genomic and transcriptomic datasets from The Cancer Genome Atlas, students investigated the most common genetic aberrations associated with specific cancer types of interest and then researched the functions of these altered genes in order to link their aberrations with specific hallmark properties of cancer. A pre-/post-project assessment of student understanding of topics related to the hallmarks of cancer demonstrated the efficacy of this approach as a means of educating undergraduate students about core cancer concepts.
Keywords: Cancer education; Hallmarks of cancer; Student-centered learning; The Cancer Genome Atlas; Undergraduate.
© 2021. American Association for Cancer Education.