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Lessons learned while developing "Clinical Trials Education for Native Americans" curriculum.

Linda Burhansstipanov1, Linda U Krebs, Alice Bradley

  • 1Native American Cancer Research Corporation, Pine, CO 80470-7830, USA. natamlb@aol.com

Cancer Control : Journal of the Moffitt Cancer Center
|October 29, 2003
PubMed
Summary
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Developing culturally specific clinical trials education for Native Americans (CTENA) requires dedicated resources and culturally appropriate strategies. This collaborative process yielded a relevant curriculum to aid informed decision-making for participants.

Area of Science:

  • Health Disparities
  • Medical Education
  • Indigenous Health

Background:

  • Clinical trial participation remains low among Native American populations.
  • Existing clinical trial education lacks cultural specificity.
  • The Clinical Trials Education for Native Americans (CTENA) curriculum was developed to address this gap.

Purpose of the Study:

  • To highlight lessons learned during the development of the CTENA curriculum.
  • To share insights for creating culturally relevant clinical trial education for underserved communities.
  • To improve informed decision-making for Native Americans regarding clinical trial participation.

Main Methods:

  • A multicultural team developed, pretested, and revised the CTENA curriculum.
  • Strategies focused on tailoring content for diverse tribal settings and participants.

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  • Emphasis was placed on addressing participation barriers and fostering informed consent.

    • Main Results:

    • Sufficient time and resources are crucial for cultural adaptation.
    • Culturally appropriate strategies effectively address participation barriers.
    • Collaborative writing enhanced the curriculum's cultural relevance and engagement.

    Conclusions:

    • Developing culturally acceptable clinical trial curricula for underserved communities presents challenges.
    • The CTENA curriculum provides a culturally relevant model for Native American populations.
    • Lessons learned can inform the development of similar curricula for other underrepresented groups.