Kim Jiwoo, Kim Youngwoo, Austin Jacob, Bakhos Aleen, Bowens Haleigh, Flynn Aiden, Mott Theodore, Simpkinson Erin, Sowders Tobias, Turner River, Vanderford Nathan L
The Gatton Academy of Mathematics & Science, 1509 College Heights Blvd, Bowling Green, KY, 42101, USA.
Model Laboratory School, 521 Lancaster Avenue, Richmond, KY, 40475, USA.
J Cancer Educ. 2025 Aug 8. doi: 10.1007/s13187-025-02698-9.
Kentucky ranks first in cancer incidence and second in cancer mortality rates, experiencing one of the heaviest cancer burdens in the United States. Further, the eastern Appalachian region of Kentucky faces severe cancer rates. Such disparities are due to health behaviors and social determinants of health, including environmental and community factors, economic instability, and low education attainment. More educated individuals with increased health literacy are less likely to engage in high-risk behaviors. Youth are especially vulnerable and are at risk of developing risky behaviors and habits; thus, youth cancer health education, as a preventative measure, is essential in reducing cancer prevalence. Previous research has shown that peer-led interventions have positive effects such as improving academic performance. Thus, this study aimed to implement a peer-led cancer education intervention in an Appalachian Kentucky K-12 school. Participants completed pre- and posttests measuring their cancer knowledge, as well as Likert-scale items and short answers regarding their perspectives. The intervention increased participants' cancer knowledge in the experimental group (N = 24) compared to the control group (N = 32). The mean test score in the control group showed no significant change (t = 1.1071, p > 0.05), while the mean score in the experimental group increased from 58.5 to 65.3% (V = 55.5, p = 0.01). Answers to Likert-scale and short answer questions suggested that students perceived an increase in their cancer knowledge and thought that the use of peer teachers was a strength of the intervention. This study illustrates the effectiveness of a peer-led cancer education intervention that could reduce cancer health disparities in the long term.
肯塔基州的癌症发病率位居全美第一，癌症死亡率位居第二，是美国癌症负担最重的地区之一。此外，肯塔基州东部的阿巴拉契亚地区面临着严峻的癌症发病率。这种差异是由于健康行为和健康的社会决定因素造成的，包括环境和社区因素、经济不稳定以及教育程度低。健康素养较高、受教育程度更高的人从事高风险行为的可能性较小。青少年尤其脆弱，有养成危险行为和习惯的风险；因此，作为一种预防措施，青少年癌症健康教育对于降低癌症患病率至关重要。先前的研究表明，同伴主导的干预措施有积极效果，比如提高学业成绩。因此，本研究旨在肯塔基州阿巴拉契亚地区的一所K-12学校实施同伴主导的癌症教育干预。参与者完成了测量他们癌症知识的前测和后测，以及关于他们观点的李克特量表项目和简答题。与对照组（N = 32）相比，干预提高了实验组（N = 24）参与者的癌症知识。对照组的平均测试分数没有显著变化（t = 1.1071，p > 0.05），而实验组的平均分数从58.5%提高到了65.3%（V = 55.5，p = 0.01）。李克特量表和简答题的答案表明，学生们认为他们的癌症知识有所增加，并认为使用同伴教师是该干预措施的一个优点。这项研究说明了同伴主导的癌症教育干预措施的有效性，从长远来看，它可以减少癌症健康差异。
