Abstract A072: Cancer health education in high schools: A qualitative analysis of student gains

Abstract

Abstract Background. Cancer disparities are prevalent in Milwaukee, Wisconsin. Community member feedback highlighted the importance of cancer education in reducing these disparities.  Extension into alternative venues, such as high schools, can provide an innovative way to promote and provide cancer health information. The Cancer Health Education Curriculum (CHEC) provides high school students with an overview of cancer biology, cancer risk factors, early detection and screening methods, cancer treatment, survivorship, and cancer disparities. To reinforce their learnings, students complete a group project focused on a particular topic of interest. Integrated into the curriculum is a Service-Learning project in which students disseminate the information they learn to the community via a booth at the class sponsored “Cancer Health Fair,” a 30-second public service announcement or sharing their information with five friends and/or family members. Previously we published the effects on knowledge, beliefs and behaviors. In this presentation, we examine if outcomes differ by type of Service-Learning project. We also explore students’ perceptions of anticipated and achieved gains before and after the curriculum, as well as community feedback on the Service-Learning component. Methods. Data was collected between 2017-2019 at a Milwaukee Public High School. Students completed surveys before and after completion of the CHEC that included measures of cancer health knowledge, a validated measure of cancer fear and fatalism and Behavior Risk Factor Survey Study items querying about fruit and vegetable consumption, physical activity, tobacco use and screen time. Pre-curriculum surveys also include the open-ended question, “What do you hope to gain from CHEC,” and post-curriculum surveys include the question, “What did you gain from CHEC.” Quantitative data pre-post were compared using paired t-tests. Qualitative analysis was completed by participants by semester who responded to both pre and post question through coding and theme creation. Results.  521 students with a mean age of 15 completed the curriculum. Quantitative results showed significant improvements in cancer-related knowledge (p < 0.0001), cancer fear and fatalism (p < 0.0001) and three of eight health behaviors assessed showed significant improvement. Qualitative data analyses showed the most predominate response themes from the “gains” question included 1) understanding cancer better, 2) decreasing fear, 3) wanting to make healthy behavioral changes, 4) gaining skills to talk with family and friends about cancer. Qualitative data suggests that the creation of seminal messaging through health education and Service-Learning contributed to change in perception and attitude. Qualitative data through gains analysis will be presented by Service-Learning type. Study results also support the feasibility of integrating cancer education, leveraging a Service-Learning requirement, and the potential for such programs to impact friend/family communications related to cancer.  Citation Format: Kathleen O'Connell, Melinda Stolley, Dakota Berg, Abigail Kerschner. Cancer health education in high schools: A qualitative analysis of student gains [abstract]. In: Proceedings of the 16th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2023 Sep 29-Oct 2;Orlando, FL. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2023;32(12 Suppl):Abstract nr A072.