Educational Intervention on Undergraduate Cancer Awareness and Self-Directed Learning.
Traditional lecture-based learning (LBL) can increase cancer awareness in undergraduates. However, because of the rapidly changing knowledge base in medicine, undergraduates must develop skills required for lifelong self-directed learning (SDL). Problem-based learning (PBL) has been suggested as an...
| Publicado en: | Journal of Cancer Education Vol. 33; no. 3; pp. 592 - 602 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
Jun2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=129594381&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 129594381 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 08858195 FZ8 jtl: Journal of Cancer Education issn: 08858195 maglogo: N pubinfo: dt: Jun2018 vid: 33 iid: 3 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 129594381 129594381 NLM28315145 129594381 10.1007/s13187-017-1210-y NLM28315145 129594381 ppf: 592 ppct: 10 formats: tig: atl: Educational Intervention on Undergraduate Cancer Awareness and Self-Directed Learning. aug: au: Hwang, Lih-Lian affil: Department of Healthcare Information and Management, School of Health Technology, Ming Chuan University, 5 De Ming Rd., Gui Shan District, 333, Taoyuan County, Taiwan sug: subj: Attitude to Health Problem-Based Learning Methods Oncology Education Education, Medical Standards Early Childhood Intervention Neoplasms Prevention and Control Educational Measurement Self-Efficacy Human Adult Health Education Case Control Studies Male Young Adult Female Validation Studies Comparative Studies Evaluation Research Multicenter Studies Adult: 19-44 years Male Female ab: Traditional lecture-based learning (LBL) can increase cancer awareness in undergraduates. However, because of the rapidly changing knowledge base in medicine, undergraduates must develop skills required for lifelong self-directed learning (SDL). Problem-based learning (PBL) has been suggested as an SDL approach. This study used a nonequivalent control group with a pretest-posttest design for comparing PBL and LBL for their effectiveness in increasing cancer awareness and SDL among nonmedicine or nonnursing major undergraduates in a health-related general education course. Experimental groups 1 and 2 were instructed using PBL while the control group was instructed using LBL. Cancer educational programs were offered to experimental group 1 and the control group but not to experimental group 2. Among the 325 undergraduates who completed a questionnaire regarding cancer awareness and SDL in the pretest, 223 completed the 12-week follow-up survey of the posttest. Cancer awareness significantly improved between the pretest and posttest in the control group (P < 0.001). No significant difference in cancer awareness improvement was observed between experimental group 1 and the control group (P = 0.934). Cancer awareness improvement in experimental group 2 was significantly less than in the control group (P = 0.010). No statistically significant change in SDL was observed in the control group during the study (P = 0.897). However, the SDL of experimental groups 1 and 2 improved more significantly than that of the control group (P = 0.049 and 0.023, respectively). Therefore, PBL is an effective method of increasing cancer awareness and SDL in undergraduates. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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