Educational innovation to integrate cancer survivorship in primary care: course evaluation and learner outcomes

Jayzona Alberto; Stephanie M Smith; Jennifer Kim; Lidia Schapira

doi:10.1007/s11764-021-01131-6

Educational innovation to integrate cancer survivorship in primary care: course evaluation and learner outcomes

J Cancer Surviv. 2022 Feb;16(1):24-32. doi: 10.1007/s11764-021-01131-6. Epub 2022 Feb 2.

Authors

Jayzona Alberto¹, Stephanie M Smith², Jennifer Kim³, Lidia Schapira⁴

Affiliations

¹ Continuing Medical Education, Stanford University School of Medicine, 1520 Page Mill Rd, Mail code 5190, Palo Alto, Stanford, CA, USA. jayzona.alberto@stanford.edu.
² Division of Hematology/Oncology, Department of Pediatrics, Stanford University School of Medicine, Stanford, CA, USA.
³ Division of Primary Care and Population Health, Department of Medicine, Stanford, CA, USA.
⁴ Division of Medical Oncology, Department of Medicine, Stanford University School of Medicine, Stanford, CA, USA.

PMID: 35107793
DOI: 10.1007/s11764-021-01131-6

Abstract

Purpose: To evaluate the outcomes of an online cancer survivorship course designed to influence practice change in primary care clinicians through asynchronous education that incorporates emotionally sensitive patient stories and practical resources to prepare clinicians to care for cancer survivors.

Methods: The Health After Cancer: Cancer Survivorship for Primary Care continuing medical education (CME) course launched in April 2020. Learners who earned CME credit for the course (n=288) completed a survey that assessed satisfaction, engagement, and intent to change practice. A follow-up survey was completed by a subset of learners (n=47) and evaluated impact on clinical practice. Metrics representing learners' interaction with the course were collected automatically. Quantitative survey data and learner metrics were analyzed descriptively, and qualitative survey data were coded to generate latent themes relevant to learning outcomes.

Results: The course reached a global audience of learners from the USA and 40 countries. Each patient case had slight drop-offs in viewership over video play time. Learners reported high satisfaction and relevance to practice. Three latent themes were generated from the qualitative data: improve patient communication, utilize course materials, enhance collaboration with multidisciplinary team.

Conclusions: The course achieved its purpose of educating learners through an asynchronous format that showcased the value of using patient-centered stories to close a knowledge gap related to cancer survivorship care. Learners self-reported changes in practice; however, further assessment needs to be conducted to measure long-term impact to clinical practice.

Implications for cancer survivors: Educational approaches that prepare generalists and specialists to care for cancer survivors are essential to optimize health outcomes for cancer survivors. Ongoing efforts are needed to increase use of these resources throughout medical training and within the primary care community.

Keywords: Cancer; Education; Evaluation; Primary care; Survivorship.

Publication types

Research Support, Non-U.S. Gov't

MeSH terms

Cancer Survivors*
Education, Distance*
Education, Medical, Continuing
Humans
Neoplasms* / therapy
Primary Health Care
Survivorship