Key Content Areas Research Articles

Gender and social entrepreneurship in turbulent waters: developing a gender-aware conceptual framework

PurposeThis paper identifies and maps themes and critiques emerging from feminist-informed and gender-focused mainstream entrepreneurship and social entrepreneurship (SE) literature. We aim to develop a robust, theoretically informed gender-aware framework for future SE research.Design/methodology/approachA five-stage literature review process was undertaken to identify the common themes, key knowledge gaps and areas of contention highlighted by feminist critiques of mainstream entrepreneurship and what we refer to here as the “critical SE literature”. We draw on a widely used framework of epistemological approaches to discuss the emergent themes, specifically utilising three dominant epistemologies previously found to map onto entrepreneurship policy, those being: “gender as variable”, feminist standpoint and feminist poststructuralist positions.FindingsWe find feminist perspectives on SE particularly distinctive for their high reliance on relational and embedded accounts of the economy, more attentive to collectivist themes like “belongingness” in the performance of gender and identity, and maintaining a challenge to neoliberal and postfeminist norms. Anchoring each perspective in their respective epistemologies, we demonstrate their lineage in critiques of mainstream entrepreneurship and critical (non-feminist) SE. However, divergences from these lineages lead us to identify diversely contextualised and value-adding feminist accounts of SE that add richness and nuance to mainstream entrepreneurship theorising.Research limitations/implicationsThe relative “youth” of the gender-focused and feminist-informed SE literature, alongside the theoretical relevance of the feminist critique of mainstream entrepreneurship and critical social entrepreneurship literature, lead us to draw on the strengths of a more interpretivist paradigm in our research. This amplifies our ability to support the revelation of conceptual connections and relationships between emergent themes, theories, epistemologies and approaches drawn from multidisciplinary sources and to thereby enhance the reach, and associated value, of our research findings.Originality/valueThis review responds to calls for a gender-aware framework for social entrepreneurship research by (1) developing a set of original emergent themes, (2) tracing their intellectual lineage in associated research fields and (3) using them to deepen the connection between feminist epistemologies and entrepreneurship concepts.

MRI for Rectal Cancer: Updates and Controversies-AJR Expert Panel Narrative Review.

Rectal MRI is a critical tool in the care of patients with rectal cancer, having established roles for primary staging, restaging, and surveillance. The comprehensive diagnostic and prognostic information provided by MRI helps to optimize treatment decision-making. However, challenges persist in the standardization and interpretation of rectal MRI, particularly in the context of rapidly evolving treatment paradigms, including growing acceptance of nonoperative management. In this AJR Expert Panel Narrative Review, we address recent advances and key areas of contention relating to the use of MRI for rectal cancer. Our objectives include: to discuss concepts regarding anatomic localization of rectal tumors; review the evolving rectal cancer treatment paradigm and implications for MRI assessment; discuss updates and controversies regarding rectal MRI for locoregional staging, restaging, and surveillance; review current rectal MRI acquisition protocols; and discuss challenges in homogenizing and optimizing acquisition parameters.

How Well Do German A-Level Students Understand the Scientific Underpinnings of Climate Change?

Understanding the scientific underpinnings of climate change is crucial for informed citizenship and future decision-making. This study investigates the understanding of the scientific underpinnings of climate change among German A-level students, focusing on key content areas such as the atmosphere, the greenhouse effect, the carbon cycle, and the distinction between weather and climate. Using a validated climate change concept inventory (CCCI-422), we assessed 501 students from five urban secondary schools in North Rhine-Westphalia. Results indicate that students correctly answered on average 39% of the questions correctly, revealing significant knowledge gaps, particularly in areas like the greenhouse effect and atmospheric composition. We also identified several overarching ideas that many students demonstrate. This study underscores the importance of integrating comprehensive climate science education into national curricula and classroom instruction to foster scientifically literate future generations capable of addressing the global climate crisis.

What’s inside matters: an assessment of the family planning content of digital self-care platforms

BackgroundDigital technology has proliferated rapidly in low- and middle-income countries in recent decades. This trend will likely persist as costs decrease, dramatically expanding access to reproductive health and family planning (FP) information. As many digital tools aim to support informed choice among individuals with unmet contraceptive need, it is essential that high-quality information is provided. We set out to assess the accuracy and comprehensiveness of FP content in select user-facing digital self-care platforms.MethodsWe identified 29 digital tools in circulation between 2018–2021 and selected 11 that met our eligibility criteria for analysis. Referencing global guidance documents such as the Family Planning Handbook, Medical Eligibility Criteria for Contraceptive Use, and the Digital Health for Social and Behavior Change High Impact Practice Brief, we developed an original rubric outlining 12 key content areas necessary to support informed, person-centered counseling. We applied this to each tool, enabling assignment of a numerical score that represents content accuracy and comprehensiveness across the 12 key areas.ResultsFP content of digital tools varied greatly in accuracy and comprehensiveness. Of the 12 identified key content areas, 5 were included in all 11 tools, while 6 were addressed inconsistently or not at all. Four content areas were the most accurate and comprehensive: complete list of modern methods, duration of protection, dual method use, and return to fertility. The lowest scoring content areas were side effect management, non-contraceptive benefits, effectiveness, side effects, and instructions for use. ConclusionsComplete, accurate, and evidence-based FP content is a foundational element of quality digital self-care. Inaccuracies and omissions can impact individual user experiences and decision-making in critical ways. FP content quality should be verified before digital tools are scaled or researched at the programmatic level. From this exercise, we developed a checklist for use in conjunction with global guidance documents to improve future FP content of user-facing digital tools.

Optimal content for a surgical curriculum for general practice in Rwanda: A Delphi study.

In Rwanda, a nationwide shortage of surgeons necessitates general practitioners (GPs) perform many common procedures and minor surgeries. However, GPs only receive a 1-year internship to prepare them to provide this care. We performed a Delphi survey of practicing GPs to assess essential content for a surgical curriculum for Rwandan interns to better prepare them for general practice. We invited 56 practicing GPs to participate in a two-round anonymous electronic survey in February 2023. The first round assessed demographics and solicited free-text responses to gather knowledge and procedural content suggestions for the curriculum. The second round refined these responses into key content areas. Thirty-one GPs responded to both rounds of the Delphi survey. They provided insight into the most commonly performed procedures, most important technical skills, and the top areas of surgical knowledge necessary for general practice. They expressed a need for more exposure to a variety of surgical pathologies and interventions across multiple specialties, highlighting the value of foundational skills in trauma, obstetrics and gynecology, and orthopedics, both at the beginning of their internship, as well as at the beginning of their general practice. GPs emphasized the importance of broad exposure to common acute surgical pathology and interventions across several surgical subspecialties, as well as a need for foundational technical skills and surgical knowledge. The results of our study underscore the necessity of a surgical education providing a solid basis in the foundational knowledge and techniques of surgical care.

Designing a Data Privacy Course

AbstractToday's college students increasingly rely on technology in their daily activities, and a basic awareness of data privacy is becoming essential from both a personal and professional standpoint. This article describes the design of an interdisciplinary undergraduate course focused on data privacy law. It outlines the key content areas that encompass the foundational principles of this emerging field and includes descriptions of hands‐on exercises that illustrate the technical and managerial elements of a comprehensive privacy compliance program. The course framework and sample assignments can serve as a model for other faculty seeking to teach data privacy law to undergraduate students.

Design and development of a new pictorial tool to facilitate communication around advance care planning.

Advance care planning (ACP) aims to ensure that people with chronic or advanced disease receive medical care that is consistent with their values and preferences. However, professionals may find it challenging to engage these patients in conversations about the end of life. We sought to develop a pictorial tool to facilitate communication around ACP. This was a three-phase study. In phase 1, we used the nominal group and Delphi techniques to achieve expert consensus regarding the conceptual content of the tool. In phase 2, a professional cartoonist was commissioned to create a series of cartoons representing each of the content areas resulting from the Delphi process. The pictorial tool was then administered (phase 3) with a sample of individuals with advanced/chronic disease to explore whether the cartoons were easy to understand and conveyed the intended message. Following a three-round Delphi process, consensus was reached regarding a set of 12 key content areas that should be considered in the context of an ACP interview. The cartoons created to represent each of the 12 areas were then reviewed and ordered so as to reflect the typical stages of an end-of-life care interview. After administering the pictorial tool with 24 frail older adults with advanced/chronic disease, changes were made to 9 of the 12 cartoons. The new pictorial tool comprises a set of 12 cartoons that can guide professionals as they seek to engage frail older adults with advanced/chronic disease in conversations about the end of life and ACP.

Evaluating the domains of generalism and equity, diversity and inclusion in preclinical simulated cases for targeted curricular improvements

ABSTRACT Background Simulated cases are widely used in medical education to develop clinical reasoning skills and discuss key topics around patient care. Such cases present an opportunity to demonstrate real world encounters with diverse patient and health provider identities, impacts of social and structural determinants of health, and demonstrate a generalist approach to problems. However, despite many calls-to-action for medical schools to better incorporate equity, diversity and inclusion (EDI) and generalism, it remains difficult to evaluate how well these goals are being met. Methods A quality improvement project was completed at a single medical school to evaluate the domains of generalism and EDI within simulated cases used in the preclinical curriculum. Generalism was evaluated using the Toronto Generalism Assessment Tool (T-GAT). EDI was evaluated using a locally developed novel tool. Analysis included descriptive statistics and Pearson correlation coefficient. Results A total of 49 simulated cases were reviewed. Twelve generalism and 5 EDI items were scored on a 5-point Likert scale, with higher scores indicating better demonstration of generalism or EDI within a case. Average generalism score across all cases was 45.6/60. Average EDI score across all cases was 11.7/25. Only 21/49 cases included representation of one or more diverse identity categories. The most common diverse identity represented was non-white races/ethnicities, and the identity represented the least was diversity in language fluency. Generalism and EDI scores demonstrated a weak positive correlation (R2 = 0.25). Conclusions Quantitative evaluation of simulated cases using specific generalism and EDI scoring tools was successful in generating insight into areas of improvement for teaching cases. This approach identified key content areas for case improvement and identities that are currently underrepresented in teaching cases. Similar approaches could be feasibly used by other medical schools to improve generalism and EDI in teaching cases or other curricular materials.

Isolation, purification and structure elucidation of eight saponin compounds from Calotropis gigantea

Identifying the active ingredient from plant extracts and establishing its safety and efficacy remains a challenge, so there is need to develop optimised Isolation and purification method to concentrate the natural product from plant resources. In the key content areas of Pharmaceutical, natural product Industry and food application. Asclepiadaceae perennial herb Calotropis gigantea has a long history of usage in folk medicine. The purpose of this study to isolate, purified and structure elucidation of the saponin compounds. As per the Literature study reported that, the saponin compounds remain a huge source for medicinal, are rich sources of chemical compounds having tremendous diversity with respect to structure, function and mechanism of action. In this study we selected Calotropis gigantea for the separation of the saponin. In the present study we successfully isolated, purified, elucidated the structure and identified the saponin compounds using HPLC and HR LC-MS techniques.

Non-Fatal Strangulation Injuries: Improving Physician Knowledge and Attitudes

Background and Objective:In the emergency department, providers are expected to evaluate patients who have experienced strangulation resulting from sexual assault or interpersonal violence. Non-fatal strangulation can lead to significant injuries, including carotid artery dissection. Given the prevalence of strangulation injuries, providers must feel confident in their decision-making for this population. Previous educational interventions effectively improved provider knowledge of sexual assault and domestic violence patients, however, no studies have been conducted with the goal of improving provider knowledge about strangulation injuries in this population. We aimed to assess and improve emergency department provider knowledge surrounding nonfatal strangulation injuries.
 Project Methods:Preintervention and postintervention surveys were administered to emergency department physicians and advanced practice providers assessing both provider comfort and knowledge regarding treatment of survivors of sexual assault, domestic violence, and strangulation. Key content areas included: physician comfort in treating sexual assault survivors, understanding of trauma-informed care, satisfaction with prior training regarding nonfatal strangulation, and physician attitudes. 6 vignette-style questions designed to evaluate knowledge in clinical scenarios were also administered. A 15-minute, interactive, educational presentation was administered during the pre-existing departmental meeting. Survey responses were collected via email and data was stored in REDCAP. Preintervention and postintervention results were compared via t-tests.
 Results:There were 22 pre-intervention and 10 post-intervention responses. Median years of practice were 8. Survey participants tended to rate awareness of imaging recommendations and resources, decisionmaking, history taking, and use of trauma-informed care higher than preintervention participants. Postintervention participants tended to answer more clinical vignettes correctly than preintervention participants.
 Conclusion and Potential Impact:A 15-minute educational intervention was effective in improving provider knowledge, confidence, and comfort in treating patients who have experienced non-fatal strangulation. In the future, similar interventions may be implemented in other emergency departments to increase awareness about the evaluation and treatment of nonfatal strangulation injuries.

A National Survey of Collaborative Practices for Secondary Multilingual Learners Designated as English Learners

AbstractCollaborative teaching models serving secondary multilingual learners designated as English Learners (ELs) have become increasingly prominent but remain understudied. This study draws upon an ecological framework and uses quantitative and qualitative survey findings from a national sample of school districts in the United States to investigate the prevalence and use of collaborative practices. The study examines variations in how collaborative models are structured and implemented, as well as how they vary by district characteristics. Findings suggest that collaborative practices are present in many types of districts but are typically more common in larger, urban districts with higher percentages of EL‐designated students. Collaborative practices are more prevalent at middle school (grades 6–8) than high school (grades 9–12) levels but tend to occur across multiple key content areas. In relation to coteaching in particular, findings align with previous research on inequitable status and teaching responsibilities faced by some ESL teachers. District supports for collaboration vary, with professional development more prominent than teacher release time for collaborative planning. Overall, findings indicate that district resources and instructional capacity play important roles in the implementation of collaborative practices, and organizational capacity may influence the status of ESL teachers in these models.

ADDRESSING CURRICULUM DESIGN CHALLENGES: THREE DELIVERY DESIGN OPTIONS FOR UNDERGRADUATE AGING AND HEALTH COURSE

Abstract Providing a comprehensive gerontology course to diverse academic majors is a curriculum design challenge. Current research indicates students seek out the delivery option best suited to their needs, requiring educators to design or modify courses to provide face-to-face, hybrid, and online opportunities. Further, gerontologists are challenged with initial student knowledge and views on aging, aging processes, and health disparities shaped primarily by personal/life experiences with older adults and media representations of aging. Significant design and quality assurance were minimized by utilizing the recognized work of established gerontologists providing the overall framework for a comprehensive aging course Segmenting the course into two sections, social determinants of health utilizing Deborah Carr’s Golden Years? Social Inequalities in Later Life and target population research, Grandmothers at Work, Juggling Families and Jobs by Madonna Harrington Meyer. As a research design, a mixed method design (questionnaire and interview was used on seventy-eight students (Male: 27, Female: 51) enrolled in face-to-face, hybrid, and online delivery options. As a result of attending the three-credit course, significant knowledge-base increases were found in four key content areas: 1) social determinants of health (83%), 2) theories (sociological and biological)-(90%), 3) socioeconomic (SES) variations (80), and 4) mixed methods research design (62%). A curated library of online resources (youtube, Ted Talks, documentaries, news reports) supplemented the course textbooks for each learning module, resulting in a ninety-six percent resource satisfaction evaluation average for the three delivery methods.

Equity as a Crucial Component of Leadership Preparation and Practice

As schools become more racially, socioeconomically, and linguistically diverse, there are increasing calls for educational leaders to be more representative of student demographics and be explicitly prepared to advance equity through culturally responsive/relevant leadership practices. We discuss how applying an equity lens to three key content areas taught in leadership preparation programs (building relationships, culturally diverse practices, and practical opportunities for learning) can lead to both improved student outcomes and educator retention, particularly for teachers of color. We close with questions for school districts and leadership programs—and for aspiring principals and superintendents—to consider in bringing to life equity-oriented educational leadership practices.

Striking the right balance: co-designing the Health4Me healthy lifestyle digital health intervention with adolescents

BackgroundAdolescents are navigating a period of rapid growth and development within an era of digitalization. Mobile phone ownership among adolescents is nearly ubiquitous, and this provides an opportunity to harness text messaging to promote a healthy lifestyle and reduce chronic disease risk factors. Inclusion of adolescents throughout the design process has been recognized as essential for engagement and future implementation of such interventions. This study aimed to co-design a bank of text messages to promote a healthy lifestyle which are useful, acceptable, and engaging for adolescents aged 12–18 years old.MethodsIterative, mixed-methods design with consumer partnership. Co-design occurred over three stages: text message development, text message review and final refinement and testing. The text message development included literature searches and consumer partnership with an established youth advisory group (n = 16). Participants who gave e-consent participated in text message review. Demographic characteristics were collected, and quantitative surveys were distributed to adolescents (n = up to 50) and health professionals (n = up to 30), who rated text message content for understanding, usefulness and appropriateness (total score out of 15). Final refinement was completed by the research team to edit or remove messages which had low scores and to assess readability and interactivity of the text messages.ResultsThe Heath Advisory Panel for Youth at the University of Sydney (HAPYUS) identified the top six lifestyle health issues for young people today in relation to chronic disease prevention, which became the key content areas for the text message bank and drafted new text messages. Following text message development, 218 messages were available for review. Adolescents (n = 18, mean age 16.3 [SD 1.4]) and healthcare professionals (n = 16) reviewed the text messages. On average, all reviewers found that the text messages were easy to understand (mean = 13.4/15) and useful (mean = 12.7/15). Based on scoring and open ended-feedback, 91 text messages were edited and 42 deleted. The final text message bank included 131 text messages. The overall program is suitable for a seventh-grade reading level, and interactive.ConclusionsThis study describes the process of effectively engaging adolescents to co-design a text message bank intervention, which are useful, acceptable and engaging for an adolescent audience. The effectiveness of the co-designed text message bank is currently being tested in the Health4Me RCT.

Developing Clinical Perspectives: Reflections on Student and Teacher Experiences of an Undergraduate Music Therapy Course

Abstract Centered in the Scholarship of Teaching and Learning, we describe and reflect upon student and teacher experiences of an undergraduate music therapy course in which students are introduced to two core clinical perspectives derived from the music therapy literature: decision-making and case formulation. Guiding the reader through four interrelated course phases, we discuss key content areas, challenges students encountered, and the ways the course instructors engaged with and worked through these challenges. Key learning outcomes are identified, specifically focusing on the importance of 1) teaching multiple perspectives early in a music therapy curriculum, 2) prerequisite knowledge, 3) musical competence, and 4) an integrated curriculum. In doing so, we advocate for an integral perspective to clinical practice, through which students develop the ability to locate themselves and shift perspectives in service of their clients.

An exploration of facilitators and barriers to patient navigator core functions with breast cancer patients: Implications for the development of a human-centered mHealth app

ObjectivesTo understand the barriers to core functions and workflow among patient navigators (PN) who navigate people diagnosed with breast cancer (BC). To identify how a mobile health (mHealth) app could assist PNs in providing care to BC patients. MethodsThis qualitative research study used purposive sampling to recruit stakeholders (N = 33) from January to August 2021. We conducted individual semi-structured interviews with PNs (n = 11), oncology care providers (n = 12), and BC patients (n = 10). We used conventional content analysis to analyze the interview data. ResultsParticipants identified the following sociotechnical systems barriers in PN workflows that negatively impact BC patient care: 1) resources, 2) insurance coverage, 3) communication challenges, and 4) impact of logistical tasks. Participants identified the user experience, app features, and interoperability customizations to enhance PNs' provision of patient care as important design elements to include in a mHealth app. ConclusionFeedback from stakeholders provided valuable insights into key design considerations, functions, and content areas for developing a mHealth app for PN use in BC care delivery. InnovationThis is one of the first studies to incorporate the human-centered design and sociotechnical systems frameworks to understand barriers to PN workflow and provision of BC patient care across the cancer care continuum.

The gap in capacity building on climate, health, and equity in built environment postsecondary education: a mixed-methods study.

Institutions of higher education are feeling increasing pressure from both students and the international climate community to offer more courses and joint degrees on the role of the built environment in advancing climate action, population health, and social equity. The built environment plays a leading role in this new, transdisciplinary approach. Thoughtfully designed buildings, neighborhoods, and communities can simultaneously lower per capita greenhouse gas emissions, reduce population exposure to dangerous climate-sensitive extreme weather events, reduce disparities in climate-related health outcomes, and advance social equity goals. This mixed-methods study explored the extent to which post-secondary courses and joint degree programs teach students the research methods and technical skills they will need to design and implement built environment interventions addressing the effects of climate change on population health and social equity. The study found that the number of universities offering courses addressing climate, health, and equity in the built environment grew from 2018 to 2022. The number of joint planning/public health degree programs rose from four in 2005 to 15 in 2022. No joint architecture/public health degree programs were identified. A detailed review of 99 course descriptions from three universities found that 17 courses (roughly 1/5 of the total) covered population health, built environment, and climate change; and, 2/3 of the set (n = 60) covered two out of the three topics. Schools of public health were more likely to offer courses covering all three topics, whereas schools of architecture were more likely to include the building scale in relevant courses. Exposure pathways and social equity/vulnerable populations were the most common methods included in relevant courses. Professors and administrators at institutions identified by the study as "transdisciplinary-ready" reported that accreditation requirements and university rules governing the allocation of student tuition had slowed efforts to offer cross-listed courses. However, faculty in these institutions regularly collaborate informally with their peers - both on transdisciplinary research and by offering guest lectures in each other's courses. The results of this study show that, while universities have made great strides over the past 18 years in beginning to support transdisciplinary research and pedagogy, institutional barriers and gaps in key content areas remain.

Medical Spanish in Pharmacy Education: A Call to Action

The Spanish-speaking population in the United States is large, growing, and diverse. There is an increasing need for pharmacists to be linguistically and culturally equipped to provide safe and effective care to this population. Therefore, pharmacy educators should help prepare and train students for this responsibility. Although there are a variety of noteworthy initiatives within pharmacy education relating to medical Spanish, a need exists for a more consistent, robust, and evidence-based approach. Collaboration and innovation are needed to overcome this challenge and meet this need. A call to action is issued for pharmacy education programs to evaluate the demographics, need, and feasibility of offering experiences in Spanish and other relevant foreign languages, expand opportunities in medical Spanish, emphasize key content areas within medical Spanish education, and encourage the use of evidence-based practices in language acquisition and professional use.

Development and Testing of a Text Messaging Intervention to Manage Fatigue for Persons with Disabilities

<h3>Research Objectives</h3> To identify key content for and determine trends in change from a 12-week fatigue self-management text message intervention targeting patient activation for persons with multiple sclerosis (MS), spinal cord injury (SCI), and stroke. <h3>Design</h3> Content development included a literature review and feedback from a consumer advisory board (CAB). The preliminary testing was conducted using a single-arm before-after trial. <h3>Setting</h3> CAB meetings were conducted over zoom. The intervention was delivered to participants via text messages. <h3>Participants</h3> The CAB, including two individuals from each disability group, and a neurologist provided input on the intervention content and delivery process. The intervention was then tested with 25 participants with MS (n=9), SCI (n=9), and stroke (n=7), recruited via convenience sampling. <h3>Interventions</h3> A text message library was developed across nine key content areas (e.g., sleep, energy conservation) and customized by patient activation levels, focusing either on building knowledge and awareness (levels 1-2) or increasing self-management skills and behaviors (levels 3-4). <h3>Main Outcome Measures</h3> CAB members rated the clarity and relevance of messages on a 5-point Likert scale. Intervention participants' patient activation levels were established using the Patient Activation Measure. The primary outcome, fatigue, was measured by the Modified Fatigue Impact Scale and the PROMIS Fatigue short form. Secondary outcomes included physical function, social satisfaction, self-efficacy for managing chronic conditions, and sleep disturbance. Participants also rated their satisfaction with the intervention. <h3>Results</h3> CAB members rated messages with good clarity (mean=3.5-5 of 5) and relevance (mean=3.2-5 of 5). The final library was programmed into a digital platform to deliver prescheduled messages. We found moderate effects for fatigue and mild-to-moderate effects for social satisfaction and sleep (Partial eta2=0.04-0.12). Participant satisfaction with the intervention was high (mean=2.8-3.4 of 5). <h3>Conclusions</h3> For persons with disabilities, whose access to health services are often limited, this intervention may provide a feasible and effective alternative delivery model to increase access to health services and deliver content that aligns with the person's readiness and needs. <h3>Author(s) Disclosures</h3> Funding: Foundation for Barnes-Jewish Hospital

Development of Culturally Adapted Media to Increase Community Awareness of Childhood Cancer in Tanzania

PURPOSE There is low childhood cancer awareness in many low and middle income countries (LMICs), contributing to delayed hospital presentation, and treatment abandonment. In Tanzania, only 20% of the estimated 3,500 new cases per year present for treatment. While childhood cancer awareness media exist, they are not adapted for use in many LMIC communities, including Tanzania. METHODS To reach consensus on childhood cancer education content and education strategy selection, a Delphi process was completed with an expert advisory panel representing three Tanzanian referral hospitals. Focus groups discussions (FGD) were completed with rural and urban communities from each of the Mwanza, Dar Es Salaam and Kilimanjaro regions. Thematic analysis was guided by content consensus to identify community knowledge gaps. Sample education materials were reviewed to identify preferred delivery format. RESULTS A total of 14 and 72 participants formed the expert panel and community FGD respectively. Education strategies with the highest feasibility and impact included community health worker led education, a song, and social media messaging. The following key knowledge content areas were identified to have the lowest community awareness. (1) The cause of most childhood cancer is unknown: 83% felt untreated illnesses, cooking oil, witchcraft, immune system deficiency, and the environment were causes of childhood cancer; (2) Symptom recognition and hospital based studies can improve early detection: 66% reported that ill children see a traditional healer or pharmacist and only go a hospital if febrile or if symptoms do not improve; (3) Most childhood cancer can be cured with early detection: 50% felt that there is no cure. CONCLUSION This study identified key childhood cancer knowledge gaps within the Tanzanian community and culturally adapted strategies to disseminate education media. Additional studies are needed to evaluate the impact of culturally adapted media on community awareness and early hospital presentation in the region.