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Use of a computerized risk-appraisal instrument for cancer prevention education of medical students.

BACKGROUND: Interactive computer-based tools are increasingly used for patient and medical student instruction. METHOD: To assess medical students' responses to a computer-based risk-appraisal instrument aimed at teaching concepts of risk and cancer prevention, and to evaluate perceived barriers to...

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Published in:Journal of Cancer Education Vol. 17; no. 4; pp. 183 - 186
Main Authors: Fairfield KM, Emmons KM, Rigotti NA, Colditz GA
Format: research tables/charts Journal Article
Published: Springer Nature 2002 Winter
Online Access:View this record in EBSCOhost
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      dt: 2002 Winter
      vid: 17
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      pub: Springer Nature
      place: New York, New York
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        atl: Use of a computerized risk-appraisal instrument for cancer prevention education of medical students.
      aug:
        au:
          Fairfield KM
          Emmons KM
          Rigotti NA
          Colditz GA
        affil: Division of General Medicine and Primary Care, BIDMC, Ly-330, 330 Brookline Avenue, Boston, MA 02215; fairfk@mmc.org
      sug:
        subj:
          Colonic Neoplasms Prevention and Control
          Problem-Based Learning
          Computer-Assisted Instruction
          Education, Medical
          Education Research
          Surveys
          Students, Medical
          Student Knowledge
          Colonic Neoplasms Risk Factors
          Risk Assessment
          Vignettes
          Student Satisfaction
          Data Analysis Software
          Descriptive Statistics
          Funding Source
          Human
      ab: BACKGROUND: Interactive computer-based tools are increasingly used for patient and medical student instruction. METHOD: To assess medical students' responses to a computer-based risk-appraisal instrument aimed at teaching concepts of risk and cancer prevention, and to evaluate perceived barriers to using such tools in clinical practice and knowledge about risk factors for colon cancer. DESIGN: An electronic survey of 133 second-year medical students elicited their responses to the instrument after using it for a case-based learning exercise. RESULTS: The students identified several potential barriers to use, including inadequate time during the office visit (75% of students) and problems with literacy (48%). They were generally knowledgeable about risk factors for colon cancer. 84% found the instrument 'very helpful' or 'somewhat helpful' in understanding a case patient's health and setting priorities for behavioral changes. CONCLUSIONS: Medical students may benefit from exposure to interactive, computer-based tools such as health-appraisal instruments when learning skills in risk counseling and cancer prevention. Second-year students were already concerned about having adequate time during office visits to use such instruments.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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