Educational Intervention on Undergraduate Cancer Awareness and Self-Directed Learning.

Abstract

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.