Hovey R B, Cuthbertson K E S, Birnie K A, Robinson J W, Thomas B C, Massfeller H F, Ruether J D, Scott C
Division of Oral Health & Society, Faculty of Dentistry, McGill University, Montreal, QC, H3A 2B2, Canada.
J Cancer Educ. 2012 Jun;27(3):540-5. doi: 10.1007/s13187-012-0343-2.
The purpose of this inquiry was to evaluate the efficacy of prostate cancer education sessions. Implementation of 3-h patient educational sessions was intended to provide men newly diagnosed with localized prostate cancer, who face difficult and complex decisions, information about potential treatment options. Fifty-seven men completed the distress thermometer assessment before the education session to assess baseline levels of distress. Seven of the men were interviewed post-educational session to determine the degree of knowledge transfer from the session. This study explored the efficacy of the patients' learning experience using an interpretive phenomenological research approach. Resulting data revealed that these patients, as adult learners, were distressed and that, despite the availability of pertinent medical content, the subject material was not learned as intended or readily understood. The conclusion drawn from this preliminary applied educational research study was that the education model used was less than efficacious at ensuring that sufficient knowledge transfer was achieved for medical treatment decision-making processes. These findings suggest a need for future research to explore the application of adult learning theories and approaches that may offer enhanced knowledge translation and transfer for prostate cancer education programs.
本次调查的目的是评估前列腺癌教育课程的效果。开展为期3小时的患者教育课程，旨在为新确诊为局限性前列腺癌、面临艰难复杂决策的男性提供有关潜在治疗方案的信息。57名男性在教育课程前完成了痛苦温度计评估，以评估痛苦的基线水平。7名男性在教育课程后接受了访谈，以确定该课程知识传授的程度。本研究采用解释性现象学研究方法，探讨了患者学习体验的效果。所得数据显示，这些作为成年学习者的患者感到痛苦，并且尽管提供了相关医学内容，但主题材料并未按预期学习或易于理解。从这项初步应用教育研究得出的结论是，所使用的教育模式在确保为医疗决策过程实现充分的知识传授方面效果不佳。这些发现表明，未来需要开展研究，探索成人学习理论和方法的应用，这可能会为前列腺癌教育项目提供更好的知识转化和传授。
