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Integrating Cancer Prevention into Science Education: Development of the CARES4You School-based Curriculum
Alia Komsany1, Kiana McCooty2, Jared Fox3
1Division of General Internal Medicine, Department of Medicine, Weill Cornell Medicine, New York, NY, USA.
Summary
Co-designing a middle school cancer prevention curriculum with teachers enhances adolescent cancer literacy. This approach ensures relevance and feasibility, addressing low awareness of cancer risk factors in young people.
Area of Science:
- Public Health
- Health Education
- Cancer Prevention
Background:
- Adolescents and young adults (15-39) face rising cancer incidence in the U.S.
- Low awareness of cancer risk factors and limited school-based prevention programs exist for this demographic.
Purpose of the Study:
- To co-design a middle school cancer prevention curriculum with teachers.
- To ensure curriculum feasibility, alignment with science standards, and relevance to students' experiences.
Main Methods:
- Mixed-methods approach utilizing teacher focus groups, classroom observations, and curriculum field testing.
- Thematic analysis of focus group transcripts and descriptive analysis of observation field notes.
- Triangulation of data from teachers and administrators to identify implementation themes.
Main Results:
- Teachers found the co-designed curriculum relevant, flexible, and culturally resonant.
- Key themes included teacher receptivity, contextual integration, and caregiver engagement.
- Hands-on learning and real-world connections were valued, though time and resources were cited as limitations.
Conclusions:
- Teacher co-design is a promising strategy for developing sustainable adolescent cancer prevention education.
- This approach can enhance cancer literacy and intergenerational health awareness.
- Addressing practical constraints like time and resources is crucial for successful implementation.
Keywords:
Adolescent and young adult cancersCancer educationCancer-focused curriculumSTEM educationSocial determinantsMore Related Videos
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