J Canc Educ DOI 10.1007/s13187-017-1253-0

2017 International Cancer Education Conference

Program and Abstracts Co-Provided by:

Program Co-Chairs: Kathleen Heneghan RN, PhD, PNP-C Paula Schultz MSN-ED, RN, CNRN

Program Vice-Chairs: Carolyn Messner DSW, OSW-C, FAPOS Charles Moore MD

Local Arrangements Chair: Chesley Cheatham MEd, MCHES

Jointly Organized by:

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The American Association for Cancer Education (AACE), the Cancer Patient Education Network (CPEN), and the European Association for Cancer Education (EACE), in conjunction with our co-provider USF Health, will sponsor the premier meeting in North America dedicated to cancer education. The meeting is designed to support cancer educators to learn best practices for cancer prevention, diagnosis, treatment, and survivorship. Our overarching goal is to increase positive outcomes for cancer patients/survivors and their families. Effective education is pivotal for achieving optimum outcomes for cancer patients/survivors, and the use of best practices in professional, patient, and family education has contributed to the ongoing national and international efforts to reduce cancer morbidity and mortality. The goal of the joint AACE-CPEN-EACE meeting is to facilitate interdisciplinary research collaborations among cancer educators on a national and international level. Educational models, programs, and research strategies will be presented to support the development of evidence-based practices in the field of cancer education. Needs Assessment In 2016, 1,685,210 new cases of cancer will be diagnosed and 595,690 will die from the disease (NCI 2017a). While survival among the most common cancers—breast, lung and bronchus, prostate, colon, and bladder—have decreased, there continues to be cancer-related health disparities by race and location, with the south having lower survival (NCI 2017b). Nearly 39% of the US population will be diagnosed with cancer in their lifetime, and the number of people living beyond a cancer diagnosis is expected to rise to almost 19 million by 2024. Beyond the USA, cancer remains the leading cause of death in the world. In the follow-up report of the Institute of Medicine’s ten recommendations for improving the Quality of Cancer Care in the USA, it is clear that some patients are not receiving ideal cancer care, with the greatest challenges centering on how to define and implement nationwide solutions. Furthermore, with the increase in the number of older adults, the association of cancer with aging, the workforce shortage, and the financial stressors across the health care system and family networks, comprehensive training for all providers, from patients and family caregivers to medical professionals delivering and managing the continuum of long term care must be addressed (Hurria et al. 2013). Action and education of providers and adoption of evidence-based practices were suggested methods to accelerate improvements (Spinks et al. 2012). In an effort to continue the downward trend reductions in cancer death rates and focus attention on reducing cancer-related health disparities (including prevention, early detection, and treatment of less common cancers), the professional work force must be educated and well-informed about cutting-edge research and evidence-based practices. Early in 2015, President Obama announced the Precision Medicine Initiative—a new effort meant to revolutionize medicine and generate scientific evidence needed to translate the concept of precision medicine into every day clinical practice. Precision medicine is an emerging approach for disease prevention and treatment that considers each person’s variability in genes, environment, and lifestyle. Significant advances in precision medicine have been made for some types of cancers. However, professionals working within the field of cancer education may need new skills and resources in order to teach patients/survivors and families about how individualized or precision medicine works for them. Strong efforts are underway to help make precision medicine the norm rather than the exception (NCI 2015). Clinical Practice Learning Gaps & Cancer education professionals (including students) need to have access to up-to-date information on evidence-based practice skills related to disparities, diagnosis, treatment, and survivorship care. & Professionals working in the field of cancer education are in need of new knowledge with a focus on innovative delivery models (including information technology and social media) to address the education, information, and resource needs of patients/survivors and

&

&

families. Evidence shows that people are using technology to access care and treatment information (Pew Research Center 2014). This activity will address the practice learning gap for cancer educators. Evidence has shown that cancer educators need to develop and build on skills related to health literacy and communication, forming community partnerships, and psychosocial education strategies with a specific focus on community outreach with special populations. This activity will close gaps in cancer educator knowledge on health literacy and communication and community outreach. Cancer care and treatment is now being delivered with a focus on individualized or precision medicine. Professionals in the field of cancer education need to understand how genomics and cancer care are integrated to provide personalized care. This activity will build on knowledge in the field of genomics in cancer care.

Learning Objectives The International Cancer Education Conference explores new and creative education models that support best practice developments in the field and facilitate interdisciplinary research across the cancer care continuum. New this year will be an extensive focus on disparities, special populations, genomics, and the use of effective and innovative formats and technologies. After attending this conference, the participant shall be able to: Healthcare Professional Education

1. Develop strategies related to research and programs on cancer edu2.

3.

cation using effective and innovative formats (including novel information technology and social media platforms). Identify mentorship opportunities to support junior investigators and new educational practitioners from underrepresented minority populations conduct and support research, training, health information dissemination, and other programs with respect to cancer. Propose innovative, state-of-the-art programs that address the cause, diagnosis, prevention, and treatment of cancer, rehabilitation from cancer, and the continuing care of cancer patients and the families of cancer patients including utilization of genomics to target distinct interventions and skill based training in cancer communication, surgical, pharmacologic and palliative treatments.

Patient and Family Education

4. Identify methods to provide cancer education programs based on communication that is culturally, linguistically, and literacy relevant.

5. Discuss creative approaches for utilizing multimedia and technology for designing or evaluating cancer education programs.

6. Utilize best practices to educate patients and families on complex diagnosis, treatment, and survivorship issues with a focus on genomics, communication, and psychosocial aspects of care. Disparities, Special Populations and Global Outreach

7. Discuss methods for enhancing the data sharing infrastructure to

8.

enable all participants across the cancer research and care continuum to contribute, access, combine, and analyze diverse data that will enable new discoveries and lead to lowering the burden of cancer. Identify opportunities to address health disparities and educate practitioners and the next generation of students who are interested in cancer prevention and health research, and available in the future to conduct biomedical, clinical, behavioral, and health services research that is culturally competent and responsive to the needs of members of minority and underserved populations.

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9. Support activities that develop a base for education research and networking partnerships between national and international cancer education organizations to promote global cancer education initiatives. Target Audience The target audience includes oncologists, physicians, ministries of health, cancer experts (government and association), researchers, nurses, dentists, pharmacologists, health educators, librarians, social workers, allied and public health professionals, students, and patient groups (advocates). Attendance is encouraged by all professions engaged in the field of cancer education. Previous participants have included attendees from the world’s medical centers, cancer care organizations, and academic institutions responsible for developing, implementing, and evaluating cancer education curricula, research, and programs. Conference Goals Attendees’ educational, professional development and evaluation skills will be improved through: & Expert presentations addressing topics of disparities in cancer care and research; precision medicine; genomics; survivorship; professional education (medical, nursing, and allied health); and global innovations in cancer education & Skill-based workshops addressing cancer education including grant writing, publishing, utilizing a translator, survivorship, health literacy, working with underserved populations, genetics and cancer, palliative care; & Poster presentations featuring over 100 research, evidence-based practices, innovative education programs, and quality improvement projects. & Forums focused on multi-institutional ongoing programs on current topics in cancer education, including targeted therapies, survivorship, health literacy, social media, professional training, and international outreach with disparate populations. & Plenary sessions focused on evidence-based practice updates in the field of cancer education. & Concurrent sessions focused on the following education tracks: diverse and medically underserved populations, genomics and individualized care, global cancer education and international collaboration, integrating technologies and multimedia into cancer education, health literacy/communication across the cancer spectrum, patient/family education; survivorship and psychosocial oncology, and healthcare professional education. & Networking opportunities and scheduled mentorship with international leaders and researchers in cancer education to enable collaboration to address common cancer education challenges and share new and existing resources. Accreditations Physicians: This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education through the joint providership of USF Health and the American Association for Cancer Education. USF Health is accredited by the ACCME to provide continuing medical education for physicians. USF Health designates this Live Activity for a maximum of 20.5 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Nurses: USF Health is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation. A maximum of 20.5 contact hours may be earned by learners who successfully complete this continuing nursing education activity.

Certified Health Education Specialists (CHES): USF Health has been designated as a Multiple Event Provider (98010, exp. 12/31/2020) of Category I continuing education contact hours in health education by the National Commission for Health Education Credentialing Inc. This program has been reviewed and approved for up to 20.5 60-min contact hours for CHES event number AE2018189/1170. Florida Licensed Clinical Social Workers, Licensed Marriage and Family Therapists, Licensed Mental Health Counselors: Florida licensed clinical social workers, mental health counselors, and marriage & family therapist: Attendees are encouraged to check with their local state board to determine their acceptance of a Florida Accreditation Certificate. USF Health is an approved provider of continuing education credits for clinical social work, marriage and family therapy, and mental health counseling. This program has been reviewed and approved for up to 24.5 50-min contact hours. The conference organizers have also applied to the National Association of Social Workers for continuing education contact hours for social workers licensed in 37 states other than Florida. Disclosures Disclosure of Relevant Financial Relationships with Commercial Interests. USF Health endorses the standards of the ACCME and ANCC that require everyone in a position to control the content of accredited educational activity to disclose all financial relationships with commercial interests that are related to the content of the educational activity. All accredited activities must be balanced, independent of commercial bias and promote improvements or quality in healthcare. All recommendations involving clinical medicine must be based on evidence accepted within the medical profession. A conflict of interest is created when individuals in a position to control the content of an accredited educational activity have a relevant financial relationship with a commercial interest which therefore may bias his/her opinion and teaching. This may include receiving a salary, royalty, intellectual property rights, consulting fee, honoraria, stocks or other financial benefits. USF Health will identify, review, and resolve all conflicts of interest that speakers, authors, or planners disclose prior to an educational activity being delivered to learners. Disclosure of a relationship is not intended to suggest or condone bias in any presentation but is made to provide participants with information that might be of potential importance to their evaluation of a presentation. USF Health does not endorse any products or services. The following speakers, authors, and planners have provided USF Health with disclosures of relevant financial relationships that exist and may be considered a potential conflict of interest. Presentations of these individuals have been peer-reviewed and were found to be balanced, to be free of commercial bias, and to promote improvements or quality in healthcare: Presenter: Geri Baumblatt MA Potential Conflict: Employee at Emmi Solutions. Presenter: Jackie Foster MPH, RN, OCN Potential Conflict: Immediate family member is a stockholder for Pfizer. Presenter: Bridgett Harr MSN, CNP, AOCNP Potential Conflict: Stockholder for Johnson & Johnson. Author: Brian Rodvien Potential Conflict: CEO of Smarter Medical Care, which was both a partner on and provided funding for the project.

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Disclosures continued from previous page

*Janine Kokal RN, MS, OCN, Mayo Clinic Cancer Center

Presenter: Anne Zobec Potential Conflict: Speaker’s Bureau for: Genentech, Amgen, Pfizer, Exelixis, Astellas/Medication, and Boehringer Ingelheim.

Ming Lei PhD, Cancer Training Branch, National Cancer Institute

All other speakers, authors and planners have disclosed no potential conflicts of interest as of 30 June 2017.

Cathy D. Meade PhD, RN, FAAN, Population Science, Health Outcomes and Behavior, Moffitt Cancer Center; College of Medicine, Department of Oncologic Science, University of South Florida

Planning Committee Faith Addiss RN, Roswell Park Cancer Institute

Carolyn Messner DSW, OSW-C, FAPOS, LCSW-R, Education Deptartment, CancerCare

Ana Barros PhD, i3S - Instituto de Investigação e Inovação em Saúde, Universidade do Porto, Portugal

Charles Moore MD, Emory University; HEALing Community Center

Maria C. Bishop MD, FACP, BSN, Department of Medicine, Section of Hematology/Oncology, University of Arizona Susan Boyko MRT(T), MEd, PhD(c), Northern Ontario School of Medicine, Human Sciences Division, Medical Education Donna Branson BA, Patient and Public Education, Huntsman Cancer Institute, University of Utah

*Paula Nelson-Marten PhD, APN, AOCN,University of Colorado College of Nursing Christine Papadakos MA(Ed), Princess Margaret Cancer Centre Brian Rivers PhD, MPH, Morehouse School of Medicine, Department of Community Health and Preventive Medicine Douglas Ross MD, PhD, University of Maryland School of Medicine

Carrie Cameron PhD, MD Anderson Cancer Center *Regina Carlisle BSN, RN, University Hospitals Seidman Cancer Center

Adebowale Salako MBBS, University of Benin Teaching Hospital, Nigeria

Chesley Cheatham M.Ed., MCHES, University Hospitals Seidman Cancer Center

Filipe Santos Silva PhD, i3S - Instituto de Investigação e Inovação em Saúde, Universidade do Porto, Portugal

Salomon Compaore MD, MPH, Southern Nevada Health District

*Paula Schultz MSN-ED, RN, CNRN, University Hospitals Seidman Cancer Center, Office of Patient and Public Education

*Joycelyn Cudjoe RN, Johns Hopkins University Ann Soliman BS, University of Michigan Medical School. *Melany Cueva RN, EDD, Alaska Native Tribal Health Consortium Louise E. Cunningham MPH, Office of Communication and Public Liaison, National Cancer Institute

Ewa Szumacher MD, FRCP(C), MEd, University of Toronto, Department of Radiation Oncology Sunnybrook Odette Cancer Centre

*Jackie Foster MPH, RN, OCN, National Marrow Donor Program/Be The Match

Jila M. Tanha MPH, CHES, MD Anderson Cancer Center, The Learning Center

*Lonnie Fynskov RN, Mayo Clinic Cancer Education Center

Eric Vinson, Northwest Tribal Comprehensive Cancer Program, Northwest Portland Area Indian Health Board

*Tamryn Gray RN, MSN, CNL, BMTCN, Johns Hopkins University School of Nursing *Clement Gwede PhD, Moffitt Cancer Center, Department of Health Outcomes & Behavior *Jill B. Hamilton PhD, RN, FAAN, Emory University

*Chasity Burrows Walters PhD, RN, Memorial Sloan Kettering Cancer Center Bonnie J West BA, Case Comprehensive Cancer Center Li Westman, Epidemiology Department, University of Nebraska Medical Center

Bret A. Hassel PhD, University of Maryland Greenebaum Cancer Center Lisa Wigfall PhD, Texas A&M University *Barbara Head PhD, CHPN, ACSW, FPCN, University of Louisville School of Medicine *Kathleen C. Heneghan PhD, RN, PN-C, American College of Surgeons Gillian Irwin MA, Case Comprehensive Cancer Center Maria L. Jibaja-Weiss EdD, Office of Outreach and Health Disparities, School of Allied Health Sciences, Baylor College of Medicine

Michelle Williams PhD, MSPH, MPH, CHES, Auburn University School of Nursing Jeff Yancey PhD, MCHES, Huntsman Cancer Institute, University of Utah *Conference Nursing Content Expert and Reviewer.

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Conference Program As of 30 June 2017; schedule subject to change.

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Conference Program, continued. As of 30 June 2017; schedule subject to change.

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Presenting Author List As of 30 June 2017; presenters subject to change.

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"Presenting Author List As of 30 June 2017; presenters subject to change.

Abramson, Kate (Lung Cancer Alliance) Aggoune, Samira (Pediatrics)

P19-A, P20-B P26-B

Al Kharusi, Wahid (Oman Cancer Society) Al Rawahi, Yuthar (Oman Cancer Society) Alaloul, Enas (Faculty of Medicine at Islamic University of Gaza) Amiel, Gilad (Department of Urology, Rambam Health Care Campus) Auwarter, Emily (Boston University School of Public Health) Azari, Emily (Emmi) Baggs, Colleen (Essentia Health) Barrett, Michelle (Victorian Comprehensive Cancer Centre) Bennett, Elizabeth (The Gathering Place) Bishop, Maria (Department of Medicine, the University of Arizona College of Medicine; Southern Arizona Veterans Administration Health Care System (SAVAHCS)) Blaise, Nkegoum (University Hospital Center Cameroon) Buller, Haley (City of Hope Comprehensive Cancer Center) Cameron, Carrie (University of Texas MD Anderson Cancer Center) Carson, Tiffany (University of Alabama at Birmingham) Chavarria, Enmanuel A. (University of Texas Health Science Center at Houston) Cheatham, Chesley (University Hospitals Seidman Cancer Center) Chicotel, Gina (Susan G. Komen Northeast Ohio) Costello, Tracy (Moffitt Cancer Center) Cueva, Katie (University of Alaska Anchorage) da Conceição, Fabiana Cristina (Hospital de Câncer de Barretos) Daraei, Pedram (Emory University Department of Otolaryngology) Dolatkhah, Roya (Hematology and Oncology Research Center, Tabriz University of Medical Sciences) Elshami, MohamedRaed (Faculty of Medicine at Islamic University of Gaza) Farazi, Evi (University of Nebraska Medical Center) Faure, Lauren (MSKCC)

2B 2B 1A-5, P36-A (S)

Fielding, Flannery (Cleveland Clinic) Foster, Jackie (National Marrow Donor Program/Be The Match) Fox, Colleen (Cancer Care Ontario) Fredrick, Cody (UW Carbone Cancer Center) Geppert, Cynthia (New Mexico Veterans Affairs Health Care System, University of New Mexico School of Medicine) Gerson, Stanton (Case Comprehensive Cancer Center, UH Seidman Cancer Center) Giuliani, Meredith (Princess Margaret Cancer Centre)

Plenary 6 P33-A (S) 3C-4 2A-3, P21-A 1B-2 3B-2 Workshop 1

P2-B 1B-3 4B-1 Workshop 2 1A-2 Workshop 6 P3-A Workshop 1 P4-B P1-A 4B-3 4B-4

P37-A (S), P38-A (S) 4B-2 P27-A Workshop 4 3B-1 P28-B 1C-3 Plenary 5

Plenary1 Workshop 8

Gonzalez, Evelyn (Fox Chase Cancer Center) Grabowski, Maria (UT Southwestern) Gronemeyer, Suzanne (St. Jude Children’s Research Hospital) Guidry, Jeffrey (Texas A&M University) Gwede, Clement (Moffitt Cancer Center) Hanson, Jan (Case Comprehensive Cancer Center)

3D-1 P22-B 4C-4

Harding, Garrett (Huntsman Cancer Institute) Hardy, Claudia (University of Alabama at Birmingham Comprehensive Cancer Center) Harr, Bridgett (Cleveland Clinic Foundation) Harth, Tamara (Sunnybrook Odette Cancer Centre) Haspel, Richard (Beth Israel Deaconess Medical Center) Hassel, Bret (University of Maryland Greenebaum Cancer Center) Head, Barbara (University of Louisville School of Medicine) Heneghan, Kathleen (American College of Surgeons) Hollen, Heather (Cancer Support Community) Hooley, Joseph (Cleveland Clinic) Jibaja-Weiss, Maria (Baylor College of Medicine) Karelus, Katarzyna (Case Comprehensive Cancer Center) Katayama, Kayoko (Kanagawa Cancer Center Research Institute) Kidd, LaCreis (University of Louisville) Kilmarx, Peter (US Public Health Service, Fogarty International Center, National Institutes of Health) Kisailus, Adam (Roswell Park Cancer Institute) Kithaka, Benda N (Women 4 Cancer Early Detection and Treatment) Kokal, Janine (Mayo Clinic Cancer Center) Korczak, Jeannette (National Cancer Institute) Lei, Ming (National Cancer Institute) Lúcio, Gerson (Cancer Hospital Barretos) Luque, John (Medical University of South Carolina) Mayer, Deborah (University of North Carolina, UNC Lineberger Comprehensive Cancer Center) Mazanec, Polly (City of Hope Medical Center) McBain, Sarah (Cancer Care Ontario) McCallum, Meg (Cancer Program of Care, Nova Scotia Health Authority) McMains, Emily (Dana-Farber/Harvard Cancer Center) Meade, Cathy (Moffitt Cancer Center) Mitchell, Edith (Department of Medical Oncology, Center to Eliminate Cancer Disparities, Sidney Kimmel Cancer Center, Thomas Jefferson University) Neuendorf, Kathleen (Cleveland Clinic) Nolan, Timiya S. (The Ohio State University) Ogbureke, Ezinne (The University of Texas Health Science Center at Houston, School of Dentistry)

1C-4, P5-A 1C-2

P9-A, P11-A Workshop 2 4A-5

3B-4 3C-2 Workshop 7 4C-3 Workshop 5 Workshop 7 3C-3 P14-B 2A-4 3D-2 P12-B 4C-5 Plenary 4 P23-A 3B-5 3C-1 Workshop 9 (NCI) Workshop 9 (NCI) P24-B 1A-1 Plenary 3 P15-A 1D-4 1B-4, P29-A, P30-B 4C-1 Workshop 2 Plenary 2

Workshop 4 3B-3 1B-1

J Canc Educ Overholser, Linda (University of Colorado School of Medicine) Oyola, Luz (MetroHealth Cancer Center) Paloubis, Laura (Memorial Sloan Kettering Cancer Center) Papadakos, Janet (Princess Margaret Cancer Centre, University of Toronto) Papadakos, Tina (Princess Margaret Cancer Centre, University Health Network) Peterson, Sarah (Dana-Farber Cancer Institute) Pfeifer, Mark (University of Louisville School of Medicine) Quinn, Gwendolyn (Moffitt Cancer Center) Ramchandani, Dhruti (City of Hope National Medical Center) Ramirez, Amelie (University of Texas Health Science Center-Institute for Health Promotion Research) Rand, Michelle (Cancer Care Ontario) Reichel, Allison (Memorial Sloan Kettering Cancer Center) Ross, Levi (University of Alabama) Roy, Siddhartha (Moffitt Cancer Center) Rustveld, Luis (Baylor College of Medicine) Ryan, Chaneesa (Pauktuutit Inuit Women of Canada) Saavedra, Elba (Comadre a Comadre) Sadler, Georgia Robins (UCSD Moores Cancer Center) Salmon, Sara (Huntsman Cancer Institute) Sanneh, Awa (Johns Hopkins University School of Medicine)

1B-5 3A-5 P16-B Workshop 8 Workshop 8, 2A-2 3A-1 Workshop 5 Workshop 9 (NCI, ex. A) 4A-1 P17-A

1A-4 1D-5 Workshop 2 P6-B 1D-3 2A-5 3A-4 4A-2 1D-2 3A-2

Schapmire, Tara (University of Louisville School of Medicine) Schatten, Gerald (University of Pittsburgh School of Medicine) Schifano, Katelyn (VCU Massey Cancer Center) Schultz, Paula (University Hospitals Seidman Cancer Center) Shamsi, Uzma (Aga Khan University) Silva, Thiago (Barretos Cancer Hospital) Steiner, Richard (Cancer Care Ontario) Sullivan, Clare (Manager of Patient Education, Dana Farber Cancer Institute) Suppiah, Vivekka (Moffitt Cancer Center) Szumacher, Ewa (Sunnybrook Health Sciences Centre) Thomas, Melissa (Center for Appalachia Research in Cancer Education) Torchetti, Tracy (Canadian Cancer Society) Walters, Chasity (Memorial Sloan Kettering Cancer Center) Westman, Li (UNMC, COPH) Wigfall, Lisa Tisdale (Texas A&M University) Wiljer, David (UHN) Wyrick, Sandra (Washington State University College of Nursing) Yako-Suketomo, Hiroko (Japan Women’s College of Physical Education) Yancey, Jeff (Huntsman Cancer Institute) Yu, Olivia (McGill University Health Centre) Zobec, Anne (Rocky Mountain Cancer Center)

Workshop 5 Workshop 9 (NCI, ex. B) P10-B Workshop 6 4B-5 P18-B 1A-3, P39-B P31-A 4C-2 Workshop 1, 4A-3 3A-3 P32-B 4A-4, P8-B P34-B (S), P35-B (S) 1C-1 Workshop 8 P7-A P13-A 2A-1, P25-A 1D-1 Workshop 3

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Workshop 1 Developing of a Culture of Mentorship for Effective Collaborative Practice, Scholarship, and Academic Promotion Ewa Szumacher1, Maria Bishop2, Tracy Costello3 1 Sunnybrook Health Sciences Centre, Toronto, ON, Canada; 2 Department of Medicine, University of Arizona College of Medicine, Section of Hematology/Oncology, Southern Arizona Veterans Administration Health Care System (SAVAHCS), Tuscon, AZ, USA; 3 Moffitt Cancer Center, Tampa, FL, USA Abstract: Purpose: Effective mentorship is one of the most important determinants of success in academic medicine and research and our next generation of cancer researchers and leaders need innovative training programs to match the pace of rapidly evolving scientific advances. As patient care becomes increasingly team-based, Interprofessional (IP) education that can integrate mentoring from a variety of different career tracks, including mentoring across traditional clinic and research lines, is especially relevant. This workshop will provide a framework for the development of formal IP mentoring programs and will focus on the identification of goals and desired outcomes at the individual and organization levels, as well as reviewing the components of an effective program, utilizing best evidence and best practices in mentoring. Ideally, participants will bring their ideas for a program to the workshop, as there will be multiple opportunities to apply the learning to whatever stage their ideas are at. Methods and Content: The format of the workshop will be primarily interactive with the participants sharing their experiences with IP collaboration and mentorship. A brief interactive plenary session followed by large and small group discussions will be conducted. Participants will also have an opportunity to discuss IP mentorship, particularly in relation to the promotion process, and to strategize approaches that may overcome barriers which impede IP mentorship. All levels of participant’s undergraduate, postgraduate trainees and all educators involved in undergraduate and postgraduate training programs. Learning Objectives: At the end of this workshop, participants will be able to (1) List the key components for a formal mentoring program or initiative. (2) Describe mechanisms for IP mentorship. (3) Identify challenges that may limit IP mentorship. (4) Summarize innovative strategies for facilitating mentorship. (5) Identify approaches to break down existing barriers and obstacles that impede faculty rewards for IP mentorship and promotion. (6) Create a range of objectives and desired outcomes of mentoring at the individual and organizational level References: The medical students’ perspective of faculty and informal mentors: a questionnaire study Jay J BMC Med Educ. 2016; 16: 4. Mentoring health researchers globally: diverse experiences, programmes, challenges and responses Donald C. Cole Glob Public Health. 2016 Oct 20; 11(9): 1093–1108. A formal mentorship program for faculty development Cynthia A. Am J Pharm Educ. 2014 Jun 17; 78(5). A checklist for the development of faculty mentorship programs Anandi V. Am J Pharm Educ. 2014 Jun 17; 78(5). National postdoctoral association mentoring resources http://www. nationalpostdoc.org/?MentoringPlans.

Workshop 2 Navigate Your Way to a K Levi Ross1, Tiffany Carson2, Clement Gwede3, Cathy Meade3 1 University of Alabama, Tuscaloosa, AL, USA; 2University of Alabama at Birmingham, Birmingham, AL, USA; 3Moffitt Cancer Center, Tampa, FL, USA Abstract: Purpose: A track-record of extramural funding is an indicator of success for cancer prevention and control researchers. Shifts in the funding landscape over the past 20 years has made it more challenging for early stage investigators (ESIs) to successfully compete for research grants

with seasoned investigators. Rationale: Early stage investigators can maximize opportunities to advance their careers by diversifying their grant portfolios. One extramural funding stream that is under-explored by many eligible early stage investigators is the Career Development Award (K-Award) mechanism. The purpose of this 2-h pre-conference workshop is to introduce early stage investigators to the K-award mechanism and provide them with guidance on how to prepare a competitive grant application. Methods and Content: Experiences and lessons learned from a recently completed Geographic Management of Cancer Health Disparities Program (GMaP) Region 2 training (Navigate Your Way to a K) will inform this introductory workshop. A team of NIH K-Award mentors and successful awardees will (1) Provide an overview of the K-award mechanism (15 min), (2) Review the components of the application with real examples (45 min), (3) Discuss practical considerations and tips for preparing a K-award application (30 min), and (4) Moderate a question and answer (Q&A) session with workshop participants to address individual questions and/or assess readiness to pursue a K-award (30 min). Learning and skill building will be facilitated via engaged discussions, handouts, and interactive feedback opportunities (e.g., Poll Everywhere). At the end of the session, workshop attendees will be familiar with the unique components of this grant mechanism and be able to articulate strategies for developing a competitive application. Learning Objectives: Participants shall be able to understand the issues involved in preparing a competitive career development grant and appraise their readiness for submitting a grant application for this mechanism. References: 1. Chang, S., & Cameron, C. (2012). Addressing the future burden of cancer and its impact on the oncology workforce: where is cancer prevention and control? Journal of Cancer Education, 27(2), 118–127. 2. Chang, S., & Collie, C. L. (2009). The future of cancer prevention: Will our workforce be ready? Cancer Epidemiology and Prevention Biomarkers, 18(9), 2348– 2351. 3. Larson, R. C., Ghaffarzadegan, N., & Diaz, M. G. (2012). Magnified effects of changes in NIH research funding levels. Service Science, 4(4), 382–395. 4. Price, M. (2012). Young researchers deserve more support, reviews say. Science, 336(6088), 1489–1490.

Workshop 3 Sexual Problems after Cancer Treatment Anne Zobec Rocky Mountain Cancer Center, Colorado Springs, CO, USA Abstract: Purpose: There are many treatments for cancer that are very successful, but many survivors experience sexual dysfunction as a direct result of treatment. This workshop will explore sexual issues and strategies to improve quality of life for survivors. Rationale: Nearly 16 million people have a history of cancer in the USA. As treatments have improved, the number of survivors has increased. One of the most common issues with survivorship is sexual dysfunction after cancer treatment. Medical providers need to develop knowledge and resources to help improve patients’ sexual functioning. Methods and Content: This 2-h workshop will provide background information on sexual health, examine the impact of cancer treatment on sexual function, and discuss major sexual issues of men and women after treatment. Problems that will be discussed include loss of libido, hot flashes, urinary incontinence, weight changes, body image concerns, pain during sex, vaginal dryness and atropy, erectile dysfuction, changes in orgasms, fertility in young adults, and psychological effects. Learning Objectives: The participant shall be able to list the most common sexual problems men and women experience after cancer treatments. The participant shall be able to explain three techniques to minimize vaginal dryness. The participant shall be able to describe four methods that men may use to improve erectile dysfunction. The participant shall be able to list three strategies to improve intimacy in cancer survivors. References: Falk, S & Dizon, D. Sexual dysfunction in women with cancer. Fertility & Sterility Vol. 100, No. 4, October 2013. Salvatore, et al. Sexual function after factional microablative CO2 laser. Climacteric 2014; 17;1–7. Sexuality &

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cancer: what you want to know. Caring 4 Cancer, Winter, 2013. Sexuality for the man with cancer. American Cancer Society. August 19, 2013. Sexuality for the woman with cancer. American Cancer Society. September, 2014.

Workshop 4 Are We Communicating What We Intend To?: Use of Improv to Advance Listening and Collaboration while Raising Awareness Flannery Fielding, Kathleen Neuendorf Cleveland Clinic, Cleveland, OH, USA Abstract: Purpose: Patients with cancer are dealing with a particularly stressful diagnosis and rely heavily on the skills of their oncologic healthcare team to listen and show empathy. However, as clinicians are being asked to do more with less and in shorter periods of time, opportunities for mindful, reflective practice can be harder to come by. Effective listening and collaboration with cancer patients is vital for improving the safety, quality, and experience of healthcare. Rationale: When clinicians listen to patients and honor their stories, they are creating the foundation of a healthy relationship. In addition, verbal and nonverbal empathy has been shown to effectively improve patient satisfaction, clinical health outcomes, as well as provider experience and efficiency. Self and social awareness are valuable skills for identifying opportunities to convey empathy. Communication facilitators have found that using adapted improv techniques to practice these skills allows for a safe and supportive environment that fosters participant spontaneity and honesty while raising awareness about what we communicate, whether it is intentional or not. We have incorporated improv exercises throughout our communication training of oncologic and palliative care fellows, bedside nurses, advance practice providers, and staff physicians as an innovative technique to further engage adult learners. Methods and Content: Participants attending this workshop will be given the opportunity to experience a sampling of improv exercises to highlight their value in a learner-centered experiential skills training focused on improving effective listening and collaboration with patients who have cancer. The workshop will begin with an introduction and overview of relationship-centered communication techniques, followed by a series of improv excercises, and finally, a debrief session to share reflections and learning points. Learning Objectives: The participant shall be able to identify potential barriers to communication in the cancer care setting. The participants shall be able to demonstrate increased awareness of opportunities to convey empathy in patient/provider encounters. The participant shall be able to identify the role of improv in skills training focused on improving effective listening and collaboration with patients References: Boissy AR, et al. Communication skills training for physicians improves patient experience. J Gen Intern Med. 2016; 31(7): 755–761. Gunderman RB. Education in professionalism: improvisation. Academic Radiology. May 2016; 23(5): 655–657. Robson K, Pitt L, Berthon PR. “Yes, and ...”: what improv theater can teach service firms. Business Horizons. July–August 2015; 58(4); 357–362. Singh S, Sonnenburg S. Brand performances in social media. Journal of Interactive Marketing. November 2012; 26(4); 189–197.

Workshop 5 Ready, Set, Go! Preparing for Interprofessional Education in Oncology Barbara Head, Mark Pfeifer, Tara Schapmire University of Louisville School of Medicine, Louisville, KY, USA Abstract: Purpose: This workshop will provide methods and tools for building interprofessional faculty teams and planning interprofessional education (IPE) offerings in oncology. Rationale: IPE in oncology is

essential to prepare students to practice in today’s healthcare environment where they will work on teams and collaborate with other disciplines in order to provide holistic, patient-centered care. Faculty preparation and planning is key to the success of IPE curricula and activities. Inadequate preparation can contribute to failed initiatives and stymy further efforts. Methods and Content: A faculty team experienced in the development of a mandatory IPE curriculum in oncology palliative education will lead this interactive workshop. Participants will review the definition and core competencies for IPE as a basis for designing activities and curricula. They will evaluate their own and their institution’s readiness for participation in IPE using standardized tools and an evaluation of their strengths, weaknesses, and opportunities in this area. The importance of faculty development and examples of activities for such development will be explored. Common barriers to IPE will be delineated and solutions offered. Methods for designing IPE activities will be presented and attendees will develop a draft plan for an IPE activity. Learning Objectives: At the end of this session, the participant will be able to (1) Use a definition of IPE and the core competencies to design an oncology IPE activity. (2) List and complete tools and for assessing faculty and institutional readiness for IPE activities in oncology education, name four important considerations when building an interprofessional faculty team. (3) Describe methods for overcoming common barriers to IPE. (4) Develop a preliminary plan for an IPE activity at his/her own institution References: Eid A; et al. (2015). An interprofessionally developed geriatric oncology curriculum for hematology-oncology fellows. Journal of Geriatric Oncology, 6 (2), 165–7. Fairchild A; et al. (2012). Initiation of a multidisciplinary summer studentship in palliative and supportive care in oncology. Journal of Multidisciplinary Healthcare, 5, 231–9. Lavender C; et al. (2014). Fostering a culture of interprofessional education for radiation therapy and medial dosimetry students. Medical Dosimetry. 39 (1), 50–3. McLeod, D.; et al. (2014). The interprofessional psychosocial oncology distance education (IPODE) project: perceived outcomes of an approach to healthcare professional education. Journal of Interprofessional Care, 28(3), 254–259.

Workshop 6 Hidden in Plain Sight: Strategies for Accepting and Managing Unconscious Bias to Improve Patient Communication and Cancer Care Disparities Paula Schultz, Chesley Cheatham University Hospitals Seidman Cancer Center, Cleveland, OH, USA Abstract: Purpose: Unconscious biases held by cancer providers and educators may contribute to health disparities. Subtle nuances in interpersonal interactions can affect patient trust and confidence, resulting in decreased engagement and adherence to treatment recommendations. Commonly used methods of awareness and self-reflection often fail to reduce unconscious bias or motivate changed interactions towards stigmatized populations. Rationale: This workshop provides evidence-based strategies that center on understanding, assessing, and redirecting unconscious bias through focused debriefing, categorized management strategies, and perspective taking. Methods and Content: Participants will complete an Implicit Association Test and participate in anonymous guided debriefing regarding their personal test results, using real-time audience response polling. Research surrounding the effects of unconscious bias upon cancer patient interactions and cancer care disparities will be presented and opened to group discussion. Participants will learn how implicit bias can occur in healthcare settings through micro-aggressions and micro-invalidations. Participants will identify their personal level of unconscious bias awareness and consider strategies for managing and redirecting newly discovered personal bias. Perspective-taking exercises will be used to elicit participant insight, empathy, and relational awareness of patient situations, to help reduce resistance towards accepting

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unconscious bias and improve interactions with discordant populations. At the conclusion of the workshop, participants will be encouraged to complete additional implicit association tests in the future, and provided a template to help implement awareness and management strategies learned. Participants will be provided a list of resources to stimulate further learning about unconscious bias and evidence-based mitigation strategies. Learning Objectives: The participant shall be able to recognize personal unconscious bias and its potential effect upon patient communication. Analyze effects of unconscious bias on cancer care disparities and subtle ways bias manifests in the patient/educator relationship. Compare and contrast stages of unconscious bias awareness and associated management strategies. Identify at least two strategies to mitigate personal unconscious bias. Apply creative expression to gain insight, empathy, and relational awareness of patient situations. References: Chapman, Kaatz, Carnes (2013). Physicians and implicit bias: how doctors may unwittingly perpetuate health care disparities. Journal of General Internal Medicine. Cooper, Roter, Carson, Beach, Sabin, Greenwald, Inui (2012). The associations of clinicians’ implicit attitudes about race with medical visit communication and patient ratings of interpersonal care. American Journal of Public Health. Penner, et al. (2016). The effects of oncologist implicit racial bias in racially discordant oncology interactions. Journal of Clinical Oncology. Zestcott, Blair, Stone, (2016). Examining the presence, consequences, and reduction of implicit bias in health care: a narrative review. Group processes & intergroup relations.

Workshop 7 Teaching Genomic Oncology: a Train-the-Trainer Workshop Kathleen Heneghan1, Richard Haspel2 1 American College of Surgeons, Chicago, IL, USA; 2Beth Israel Deaconess Medical Center, Boston, MA, USA Abstract: Purpose: Genomic testing has revolutionized cancer care. Oncologists routinely order tumor sequencing analyzing hundreds of genes to identify options for personalized treatment. There is a clear need to educate healthcare professionals in genomic oncology. Traditional lecture formats, however, do not allow for the interactive use of critical online genomics tools or accommodate today’s “millennial learner.” Rationale: This workshop is geared towards cancer education professionals who teach or plan to teach genomic oncology to clinical trainees. Participants will gain hands-on experience with a field-tested curriculum that utilizes a team-based learning and flipped classroom approach (http:// www.pathologylearning.org/trig/resources, https://www.ncbi.nlm.nih. gov/pubmed/26913108). Methods and Content: In the first portion of the session, participants will be introduced to these teaching methods and the overall structure of the curriculum, which addresses both somatic and germline genomic testing as well as patient communication and ethical issues. In the second portion, participants will work in teams as “students” on a portion of the curriculum to better understand curricular content and the dynamics of team-based learning. In the final segment, there will be a panel discussion of tips to implement this novel approach to genomics education and how the curriculum has been adapted to various medical specialties. There will also be an opportunity for participants to share their own ideas and experiences. The overall goal is for participants to be able to implement this novel approach to genomics education at their home institutions. Learning Objectives: (1) Describe core components of an introductory genomic oncology curriculum for clinical trainees. (2) Demonstrate teaching techniques involved in a team-based learning/flipped classroom activity. (3) Demonstrate issues that may arise in implementing team-based learning and flipped classroom activities involving use of online genomics tools. References: Shen T, Pajaro-Van de Stadt SH, Yeat NC, Lin JC. Clinical applications of next generation sequencing in cancer: from panels, to exomes, to genomes. Front Genet. 2015; 6:215. Demmer LA,

Waggoner DJ. Professional medical education and genomics. Annu. Rev. Genomics Hum. Genet. 2014; 15:507–16. Roehl, A., Reddy, S.L. & Shannon, G.J. (2013). The flipped classroom: an opportunity to engage millennial students through active learning strategies. Journal of Family and Consumer Sciences. 105 (2), pp. 44–49. Parmelee D, Michaelsen LK, Cook S, Hudes PD. Team-based learning: a practical guide: AMEE guide no. 65. Med Teach. 2012; 34(5):e275–e287.

Workshop 8 eHealth Literacy: Decoding the Future of Cancer Education Tina Papadakos1, Janet Papadakos1, David Wiljer2, Meredith Giuliani1 Princess Margaret Cancer Centre, University Health Network, Toronto, ON, Canada; 2UHN, Toronto, ON, Canada 1

Abstract: Purpose: Since the early 2000s, there has been a rapid growth in the volume and nature of digital health information. A growing number of leading health institutions are migrating much of their health information and education from print to digital platforms. Evidence shows that many patients do not feel equipped to search for health information online and most health information published online is at grade levels far beyond that of print. As such, digital health information may not be accessible to individuals with inadequate health literacy. Rationale: The steady migration of health information to digital platforms is raising important questions in the realm of patient education. These questions include (a) how are plain language principles transferred online? (b) what enablers support equitable access to digital resources? (c) what criteria guide the development of ehealth literate resources? (d) how is digital professionalism balanced with plain language approaches? and (e) how can we cocreate digital solutions with end users? This workshop responds to these questions and offers specific instruction on ehealth literate design principles and how to apply them in practice. Methods and Content: An overview of ehealth literacy will be provided and the principles of ehealth literate design discussed. Exemplars of ehealth literate patient education resources will be shared. Participants will engage in evaluating resources to apply learning directly. Learning Objectives: Participants shall be able to (1) Describe eHealth literacy based on the most recent constructs in the literature. (2) Define elements of plain language and plain design that support eHealth literacy. (3) Identify components of digital interventions that support ehealth literacy and those that detract References: doi: 10.1097/ACM.0b013e3181bb17af. doi: 10.3109/0142159X.2015. 1044956. Epub 2015 Jun 1. doi:10.2196/jmir.1619. doi:10.2196/ humanfactors.6523.

Workshop 9 (NCI) NCI’s Support of Cancer Education through the R25 Funding Mechanism: Poised for the Future Jeannette Korczak, Ming Lei National Cancer Institute, Bethesda, MD, USA Abstract: The National Cancer Institute (NCI) has used the R25 funding mechanism for many years to support cancer educational activities of critical importance to the NCI mission and the cancer education community. A broad range of participants, such as students, researchers, healthcare providers, and public health professionals, including those from underrepresented populations, have benefited from the educational opportunities supported by the NCI R25 Cancer Education Grants Program (CEGP). Currently, the R25 CEGP provides approximately US$13 million annually to more than 50 active grants, serving the cancer educational needs of over 3200 participants per year. The NCI R25 CEGP is currently supported by five R25 Funding Opportunity Announcements

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(R25 FOAs). Three of the FOAs were issued by the NCI Cancer Training Branch (CTB) to support curriculum or methods development (PAR-15150), courses for skills development (PAR-15-151), and research experiences (PAR-15-152). The remaining two are diversity R25 FOAs issued by the NCI Diversity Training Branch (DTB), which target participants from underrepresented populations for research experiences (PAR-16138) and courses for skills development (PAR-16-139). The NCI CTB sponsored a workshop in September 2016 to overview these R25 FOAs and offer workshop participants an opportunity to share best practices in cancer education and provide ideas to strengthen the R25 CEGP. More recently, the NCI DTB initiated a new and unique “Youth Enjoy Science (YES)” R25 program (PAR-17-059) that supports research experiences, curriculum or methods development, and outreach activities for sixth grade through undergraduate students from underrepresented populations and their teachers. In this presentation, I will describe NCI’s recent experience managing the multiple R25 FOAs and the salient outcomes of the NCI CTB R25 workshop, as we look forward to the reissuance of the three CTB R25 FOAs later this year. Learning Objectives: The participant shall be able to understand the types of projects that NCI supports in the different R25 Funding Opportunity Announcements (FOAs). The participant shall be able to understand the types of individuals who are eligible to participate in the programs supported by the different R25 FOAs. The participant shall be able to understand the overall budget, period of support, and allowable expenses that are supported by the different R25 FOAs. References: Cameron C, Collie CL, Chang S (2012) Introducing students to cancer prevention careers through programmed summer research experiences. J Cancer Educ 27(2):233–242. Desmond RA, Padilla LA, Daniel CL, et al. (2016) Career outcomes of graduates of R25E shortterm cancer research training programs. J Cancer Educ 31:93–100. Haspel RL, Ali AM, Huang GC (2016) Using a team-based learning approach at national meetings to teach residents genomic pathology. J Grad Med Educ 8(1):80–84. Padilla LA, Venkatesh R, Daniel CL, Desmond RA, Brooks CM, Waterbor JW (2016) An evaluation methodology for longitudinal studies of short-term cancer research training programs. J Cancer Educ 31:84–92.

Workshop 9 (NCI) Program Example A: Expanding Reproductive Health Communications Training Gwendolyn Quinn, Susan T. Vadaparampil, Cathy Meade, Clement Gwede, Meghan Bowman-Curci, Kristine Donovan Moffitt Cancer Center, Tampa, FL, USA Abstract: Background: Educating Nurses about Reproductive Issues in Cancer Healthcare (ENRICH) was a 5-year R25e to train nurses to improve communication about fertility and reproductive health with adolescent and young adult (AYA) cancer patients and survivors. We successfully trained 277 nurses across the USA via an 8-week online training program. The opportunity to renew with new criteria energized us to revise and expand content and reach to other allied health professionals. A successful R25 renewal grant allowed ENRICH to expand to Enriching Communication Skills for Health Professionals in Oncofertility (ECHO). Description: ECHO is an 8-week online program that includes some prior content from ENRICH but also new information and modules, based on feedback from our expert panel. The audience expands from solely nurses to Allied Health Professionals (AHPs) (nurses, social workers, psychologists, and physician assistants). The goal is to train 360 AHPs over a 5year period. Evaluation: ECHO places importance on promoting individual (e.g., knowledge, practice behavior) and workplace level (e.g., policies, referral systems) change. As such, we use the RE-AIM (reach, effectiveness, adoption, implementation, maintenance) framework and previously developed evaluation tools to evaluate the three overall evaluation goals: (1) to assess individual learner performance; (2) to evaluate

individual (knowledge and dissemination outputs) and programmatic accomplishments (number of applicants, number of trainees, publications and media); (3) continuously conduct quality improvement to curriculum, recruitment process, and evaluation process. Usefulness: A benefit of the Web-based training is the potential reach of the program; specifically, we have the opportunity to train geographic regions that have limited reproductive education and resources as well as training those who work with underserved populations. After the conclusion of the grant, ECHO will live on the Website and remain available to academic oncology programs, professional congresses, and advocacy groups. Learning Objectives: Identify the reproductive health needs of AYA with cancer. List resources and strategies for improving communication about reproductive health with AYA patients and survivors. References: 1. Hayes-Lattin, Brandon. “Adolescent and Young Adult Concerns.” Blood and Marrow Transplant Handbook. Springer International Publishing, 2015. 99–105. 2. Patterson, Pandora, et al. “Emerging issues among adolescent and young adult cancer survivors.” Seminars in oncology nursing. Vol. 31. No. 1. WB Saunders, 2015. 3. Stewart, B. W. K. P., and Christopher P. Wild. “World cancer report 2014.” (2014).4. Barlevy, Dorit, et al. “Attitudes, beliefs, and trends regarding adolescent oncofertility discussions: a systematic literature review.” Journal of adolescent and young adult oncology 5.2 (2016): 119–134.

Workshop 9 (NCI) Program Example B: Frontiers in Stem Cells in Cancer (FriSC2): an NCI-Sponsored Advanced Training Course for Under-Represented Minorities (URMs) Gerald Schatten, Calvin Simerly University of Pittsburgh School of Medicine, Pittsburgh, PA, USA Abstract: The cancer stem cell field continues to grow swiftly, but with too few laboratories led by under-represented minority (URM) scientists and too few new URM trainees in the workforce. Our training course provides a series of daily discussions and hands-on laboratory research taught by renowned cancer research leaders, resulting in comprehensive, sophisticated training in research strategies and state-of-the-art methods in cellular, molecular and genetic approaches for advancing Frontiers in Stem Cells in Cancer. We strive to enhance and expand the research careers of the most promising scientists, with sensitivity to ensuring full diversity in the NCI workforce. Designed for 16 highly competitive scientists and physician-scientists per training course, FriSC2 provides innovative, sophisticated cancer education exclusively at institutions serving primarily URM students. FriSC2 format consists of daily morning lectures on emerging concepts, followed by extended afternoon discussions, laboratory research, and workshops on ethics and career planning for participants. We strive to (1) Provide conceptual education and experimental training in the methods necessary for cancer and stem cell investigations; (2) Provide participants with specific opportunities to implement career planning tools with our senior and junior faculty—including individual development plans and peer-to-peer and personalized coaching—to foster career development and/or career alternatives; (3) Educate participants on the ethical, legal, and social implications of stem cell research and the regulatory landscape so that students begin their own research programs in an ethical and responsible manner; and (4) Provide unbiased, quantitative, independent mechanisms to track trainees’ careers to ensure that the program constitutes a wise, cost-effective investment. To date, we have trained 80 participants, with 71% from URM institutions. Thirty-nine percent identify as African-American, 36% as Hispanic American, and 80% are women. Early results show that trainees are progressing in cancer research careers, investigating a variety of relevant and important topics. Sponsorship by the National Cancer Institute is acknowledged gratefully. Learning Objectives: The participants shall be able to (1) Understand the challenges facing under-representative minority in scientific and medical

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fields; (2) Understand how interactions at URM institutes benefits faculty, teaching assistants/associates, and trainees both professionally and personally as they broaden their scientific skills in cancer and stem cell research together; and (3) Derive a deeper understanding of health disparities and, particularly, for scientists from more mainstream institutions, of the underrepresented biomedical community. References: Beech BM, et al. Mentoring programs for underrepresented minority faculty in academic medical centers. J Ass Am Med Colleges. 2013; 88:541–9. Garrison H. Underrepresentation by race-ethnicity across stages of U.S. science and engineering education. CBE Life Sci Ed. 2013; 12(3):357–63; Thompson WE, Pattillo RA, Stiles, J. Schatten G. Biomedical research’s unpaid debt: NIH’s initiative to support and implement fairer competition for minority student is a welcome step to redress the exploitation of African Americans by science. EMBO reports. 2014; 15(4):333–7.

Opening Plenary (Plenary 1) Education across Cancer: Cancer Training for a Global Disease Stanton L. Gerson Case Comprehensive Cancer Center, UH Seidman Cancer Center, Cleveland, OH, USA Abstract: No abstract provided. Learning Objectives: (1) Describe the benefits of multi-level training in cancer care and research and (2) Explain possible career paths in cancer research References: 1. Caplan LS, Akintobi TH, Gordon TK, Zellner T, Smith SA, Blumenthal DS. Reducing disparities by way of a cancer disparities research training program. J Health Dispar Res Pract 2016 Fall; 9(3):103–114 2. Amaoutkis K, Anders M, Berry K. Simulating four essential conversations with hematology/oncology trainees: a qualitative evaluation. J Cancer Educ 2016 Mar; 31(1):55–62. 3. Eid A, Hsieh P, Shah P, Wolff R. Crosssectional longitudinal study of the academic half-day format in a hematology-oncology fellowship training program. BMC Med Educ. 2015 Aug 25; 15:139. 4. Grimmett C, Macherianakis A, Rendell H, George H, Kaplan G, Kilgour G. Power E. Talking about cancer with confidence: evaluation of cancer awareness training for communitybased health workers. Perspect Public Health 2014 Sep; 134(5):268–75. 5. Daniel CL, Michael Brooks C, Waterbor JW. Approaches for longitudinally tracking graduates of NCI-funded short-term cancer research training programs. J Cancer Edu 2011 Mar; 26(1):58–63. 6. WangGillam A, Valentin J, Sherman AC, Mehta P. Experiences of institutional review board (IRB) and protocol review and monitoring committee (PRMC) rotations in hematology/oncology training. J Cancer Edu 2008; 23(2):71–3.

Plenary Presentation (Plenary 2) Medicare at Age 50: Impact on Health Care Disparities Edith P. Mitchell Department of Medical Oncology, Center to Eliminate Cancer Disparities, Sidney Kimmel Cancer Center, Thomas Jefferson University, Philadelphia, PA, USA Abstract: In this presentation, I will review the history of legislation leading to the development of Medicare, delineate key Medicare milestones, review recent changes in Medicare, and define the impact of Medicare on healthcare disparities. Learning Objectives: Explain the importance of Medicare. Describe how Medicare leads to improved healthcare outcomes. References: (1) Kessell E, Pegany V, Keolanui B, Fulton BD, Scheffler RM, Shortell SM. 2015. “Review of Medicare, Medicaid, and commercial quality of care measures: considerations for assessing accountable care organizations.” Journal of Health Politics,

Policy and Law, 40(4):761–796. (2) Blumenthal D, Davis K, Guterman S. 2015. “Medicare at 50—moving forward.” New England Journal of Medicine, 372:671–677.

Plenary Presentation (Plenary 3) Engaging Survivors: Moving the Cancer Moonshot Forward Deborah K. Mayer University of North Carolina, UNC Lineberger Comprehensive Cancer Center, Chapel Hill, NC, USA Abstract: The Cancer Moonshot process and outcomes will be described. Recommendations regarding patient engagement will be discussed. Implications for patient education will be identified. Learning Objectives: (1) Describe cancer moonshot recommendations related to patient engagement. (2) Discuss the relationship between patient engagement and activation. (3) Explain the role of patient education in fostering engagement and activation. References: Cancer Moonshot Blue Ribbon Panel. Cancer Moonshot Blue Ribbon Panel Report (2016), accessed at https://www.cancer.gov/research/key-initiatives/moonshotcancer-initiative/blue-ribbon-panel/blue-ribbon-panel-report-2016.pdf. Mayer DK, Nasso SF, Earp JA. Defining cancer survivors, their needs, and perspectives on survivorship health care in the USA. Lancet Oncol. 2017 Jan; 18(1):e11–e18.

Plenary Presentation (Plenary 4) Building Biomedical Research Capacity in Low- and Middle-Income Countries Peter H. Kilmarx US Public Health Service, Fogarty International Center, National Institutes of Health, Bethesda, MD, USA Abstract: Global biomedical research is critical to averting and responding to emerging health threats as well as seizing scientific opportunities, which include research on cancer etiology, epidemiology, prevention, and treatment. Building biomedical research capacity is a key aspect of preparing and responding to these threats and opportunities. The US National Institutes of Health (NIH) is a leader in global health research. The Fogarty International Center (FIC) is dedicated to advancing the NIH mission by supporting and facilitating global health research conducted by US and international investigators, building partnerships between health research institutions in the USA and abroad, and training the next generation of scientists to address global health needs. Given the economic development and the success of international efforts to prevent and treat HIV/AIDS, malaria, and tuberculosis, life expectancy has risen dramatically in low- and middle-income countries (LMICs). These countries now share some of the same health challenges that we are facing in the USA, such as cancer, cardiovascular disease, diabetes, and other chronic diseases. Today, global and local health are converging and research conducted anywhere can help people everywhere. One example is the FIC Global Noncommunicable Diseases and Injury Across the Lifespan research program, which aims to support innovative, collaborative biomedical or behavioral/social science research in LMICs. Basic to clinical and translational research including implementation science approaches and interdisciplinary research on the intersection of several NCDs, including cancer, are supported in collaboration with the National Cancer Institute (NCI) and other NIH institutes and centers. The presentation will describe the range of FIC biomedical research capacity-building initiatives and opportunities, with an emphasis on cancer research and collaborations with NCI. Learning Objectives: (1) Describe the NIH Fogarty International Center’s role in global health

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research. (2) Describe the NIH Fogarty International Center’s role in training and capacity building for global health research. (3) Describe the NIH Fogarty International Center’s role in cancer research and research capacity building. References: Glass RI, Razak MH, Said M. The importance of research in the MEPI program: perspectives from the National Institutes of Health. Acad Med. 2014 Aug; 89(8 Suppl):S9–10. Narayan KM, Miotti PG, Anand NP, Kline LM, Harmston C, Gulakowski R 3rd, Vermund SH. HIV and noncommunicable disease comorbidities in the era of antiretroviral therapy: a vital agenda for research in low- and middle-income country settings. J Acquir Immune Defic Syndr. 2014 Sep 1; 67 Suppl 1: S2–7. Sturke R, Siberry G, Mofenson L, Watts DH, McIntyre JA, Brouwers P, Guay L. Creating sustainable collaborations for implementation science: the case of the NIH-PEPFAR PMTCT implementation science alliance. J Acquir Immune Defic Syndr. 2016 Aug 1; 72 Suppl 2: S102–7

Samuel C. Harvey Lecture (Plenary 5) The History of Truth and Hope in the Ethics of Cancer Care Cynthia M.A. Geppert New Mexico Veterans Affairs Health Care System, University of New Mexico School of Medicine, Albuquerque, NM, USA Abstract: The presentation will trace the history of truth-telling and hopegiving in cancer education and care in the history of medicine and examine the ethical dilemmas associated with disclosure of cancer diagnoses to patients and families. Cultural differences and patient preferences in balancing and weighing the virtues of hope and truth in individual patient cases will be explored and ethical guidance for practitioners and educators will be provided. Learning Objectives: (1) Describe the history of truthtelling and hope giving in cancer care and education. (2) Give examples of ethical dilemmas that arise in the balancing of truth and hope in disclosing cancer diagnoses. (3) Give examples of cultural differences and patient preference in the ethical weighing of the values of truth and hope. (4) Advocate for patient-centered disclosure of diagnosis that also respects the professional integrity of the practitioner. References: Shelton W, Geppert CM, Jankowski J. The role of communication and interpersonal skills in clinical ethics consultation: the need for a competency in advanced ethics facilitation. J Clin Ethics. 2016 Spring; 27(1):28–38. Geppert CM. “Futility in chronic anorexia nervosa: a concept whose time has not yet come.” American Journal of Bioethics. 2015; 5(7): 34–43.

Plenary Presentation (Plenary 6) Smoking Cessation Intervention in Admitted Patients Gilad E. Amiel Department of Urology, Rambam Health Care Campus, Haifa, Israel Abstract: Tobacco use is a major preventable cause of premature death and disease worldwide. Smoking has been shown to be a major risk factor for the development of over 18 types of cancer and the cause of death from many non-malignant diseases such as COPD, gastric ulcer, and others. There is overwhelming body of evidence documenting health consequences from active smoking and exposure to secondhand smoke. Furthermore, there is strong evidence that tobacco has the potential to harm nearly every human organ. Few opportunities hold more promise for increasing the rate of tobacco-use cessation than a patient admitted to a hospital during their contact with the health care team. These interactions represent teachable moments when a patient is going through a significant life event, irrespective if that event is directly associated with tobacco use or not. The healthcare provider can become responsible for the initiation of a powerful intervention and enhance the motivation to quit smoking.

Since nearly 20% of Jewish men and over 50% of Arab men in Israel are active smokers (Jewish women 12%; Arab women 6%), we embarked on a quality improvement initiative to assist active smokers with a smoking cessation program that starts during their hospital stay. The US Joint Commission published a new Tobacco Cessation Performance Measure Set in 2012. We built a smoking intervention plan adhering to those guidelines which include assessing the motivation to quit upon admission, initiating an intervention module for those motivated to quit, connecting the patient to resources in the community upon discharge for continued support in their smoking cessation efforts, and a follow-up phone call 30 days after discharge to assure that continuation of care is delivered. This model is easily transferrable to other hospitals and communities in Israel and around the world. Learning Objectives: (1) Summarize current knowledge of smoking epidemiology. (2) Describe smoking’s impact on the damage mechanism to the genito-urinary tract and beyond. (3) Describe a smoking cessation model. References: 1. The joint commission’s new tobacco-cessation measures—will hospitals do the right thing? Michael C. Fiore, M.D., M.P.H., M.B.A., Eric Goplerud, Ph.D., and Steven A. Schroeder, M.D. N Engl J Med 366;13 nejm.1172 org march 29, 2012. 2. There are cooler ways to die than smoking: urologists of the world, unite against this health care tragedy. 3. Shahrokh F. Shariat, James W. Catto, Tobias Klatte, Gianluca Giannarini, Alberto Briganti. European urology focus, Volume 1, Issue 1, August 2015, Pages 1–2.

Oral Abstract Presentations Session 1A: Cancer Education in Diverse Settings 1A-1: Disseminating the Salud es Vida Cervical Cancer Education Promotora Program in the US South John Luque1, Caroline Davila1, Grace Soulen1, Claudia Barajas2 Medical University of South Carolina, Charleston, SC, USA; 2 Vanderbilt-Ingram Cancer Center, Nashville, TN, USA. 1

Abstract: Background: Salud es Vida (Health is Life) is an evidencebased, promotora-led group education intervention to increase HPV and cervical cancer education and adherence to cervical cancer screening among Hispanic/Latina immigrant women. The program was developed in Georgia and is currently being disseminated in coastal South Carolina. Description: The Salud es Vida program is delivered by a native Spanish speaking promotora in a small group setting. The one-hour version of the intervention provides information and resources on cervical cancer, HPV, Pap test guidelines and the HPV vaccine. A 20-question pre-test/post-test is administered for evaluation purposes. The Salud es Vida animated video is shown followed by an open discussion. Medical terminology and the female anatomy is explained, as well as how to ask for a Pap test in English. Finally, attendees receive a brochure which summarizes the information and lists local clinics and resources where they can access low-cost or free healthcare. Program evaluation is conducted by comparing pre- /post-test scores and by collecting open-ended evaluation survey responses. Evaluation: Between March 2016 and March 2017, we conducted five classes with a total of 48 participants at community sites. The average pre-test score was 64%, and the average post-test score was 80% (t(47) = −9.2, p < .001). The open discussion segment was an opportunity to answer additional questions and to review the quiz answers. Women reported that they were better informed and were willing to share information with others, strengthening their social networks. USEFULNESS: The existing program Salud es Vida can be tailored to any Spanishspeaking population in the USA; it can also be adapted to address a more urban community or more mature women by covering additional cancer prevention education topics such as breast and colorectal cancer screening. An adapted version will be implemented in the Nashville area by cancer educators at Vanderbilt-Ingram Cancer Center. Learning Objectives: Participants will be able to (1) identify two innovative

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learning techniques to administer language appropriate and culturally sensitive cervical cancer education; and (2) understand the components of the Salud es Vida promotora program for cervical cancer education and screening and how it can be adapted to diverse Hispanic populations. References: Thompson B, Carosso EA, Jhingan E, Wang L, Holte SE, Byrd TL, et al. Results of a randomized controlled trial to increase cervical cancer screening among rural Latinas. Cancer 2017; 123(4):666–674. Roland KB, Benard VB, Greek A, Hawkins NA, Lin L. Changes in knowledge and beliefs about human papillomavirus and cervical cancer screening intervals in low-income women after an educational intervention. J Prim Care Community Health 2016; 7(2):88–95.

1A-2: Latinos CARES (Colorectal Cancer Awareness, Research, Education and Screening): Improving Screening in a Hispanic Community Enmanuel Chavarria1, Steven K. Sutton2, Liliana Gutierrez2, Rania Abdulla2, Shannon M. Christy2, Diana Lopez3, Julian Sanchez2, Cathy Meade2, Clement Gwede2 1 University of Texas Health Science Center at Houston, Brownsville Regional Campus, Brownsville, TX, USA; 2Moffitt Cancer Center, Tampa, FL, USA; 3Suncoast Community Health Centers, Riverview, FL, USA Abstract: Background/purpose: Despite the benefits of colorectal cancer screening (CRCS), screening is underutilized among Latinos/Hispanics. This pilot study evaluated the efficacy of two intervention conditions among Latinos receiving care in community clinics. Coupled with an easy-to-use fecal immunochemical test (FIT), we examined the impact of Latinos CARES, a culturally targeted low-literacy, Spanish-language intervention (photonovella booklet + DVD) compared with a standard nontargeted Spanish-language intervention (booklet) on CRCS uptake. The main outcome was FIT kit return within 3 months. Methods: All participants (N = 76) preferred to receive their health information in Spanish, were aged 50–75, at average CRC risk, and due for screening. Assessments at baseline included sociodemographic variables, CRC awareness, and preventive health model constructs. Eligible subjects were randomized either to the Latinos CARES (LCARES) intervention vs. comparison group. Results/findings: Most participants were female (67.8%), uninsured (75%), and had less than a high school diploma (61.8%). FIT uptake at 3 months was 86.8% [90% in the LCARES group and 83% in the comparison group], showing a promising trend for differential impact. Yet, there were no statistical difference in FIT uptake according to group assignment (p = .395). Overall, among all participants, there were significant changes in CRCS awareness (p < .001), response efficacy (p = .0263), cancer worry (p = .0053), and self-efficacy (p = .0391) between baseline and post-intervention. The LCARES group showed a statistically significant change in perceived susceptibility (p = .0129) and cancer worry (p = .0451). Discussion: The provision of educational materials and a FIT kit to Latinos receiving care in community clinics may be a promising strategy to bolster CRCS uptake to meet the national target of 80%. In light of the positive screening trend in the LCARES group, albeit, not statistically significant, there is need for further larger studies to examine whether culturally-targeted materials are associated with improved CRCS uptake. Learning Objectives: The participant will be able to (1) Realize a need for addressing colorectal cancer screening among disparate, medically underserved populations; and (2) Describe innovations in colorectal cancer screening types; as well as (3) Describe a promising strategy for increasing colorectal cancer screening and improving CRC screening among Spanish language-preferring, medically underserved patients. References: American Cancer Society. (2015). Cancer facts & figures for Hispanics/ Latinos 2015–2017. Atlanta, GA: American Cancer Society. Available at: https://www.cancer.org/content/dam/cancer-org/research/cancer-facts-andstatistics/cancer-facts-and-figures-for-hispanics-and-latinos/cancer-factsand-figures-for-hispanics-and-latinos-2015-2017.pdf. Accessed April 3,

2017. National Colorectal Cancer Roundtable [NCCRT]. (2015). 80% by 2018 strategic plan. Atlanta, GA: American Cancer Society. Available at: http://nccrt.org/wp-content/plugins/download-monitor/download.php?id= 178. Accessed April 3, 2017.

1A-3: Strategies to Deliver Commercial Tobacco Cessation Interventions among First Nations, Inuit and Métis Youth in Ontario, Canada Richard Steiner1, Cole Anderson1, Nicole Carnochan1, Lisa Beedie1, Alicia Topp1, Robyn Leonard1, Vidya Holder1, Kirk Nylen2 1 Cancer Care Ontario, Toronto, ON, Canada; 2ReachUp Ultimate Inc., Toronto, ON, Canada Abstract: Background/purpose: To engage First Nations, Inuit and Métis (FNIM) youth in healthy lifestyle choices by developing innovative programming designed to promote “Tobacco-Wise” lifestyles—respecting ceremonial and traditional forms of tobacco, while choosing not to use commercial tobacco. Establishing a strong rapport with youth through interactive and informative workshops, as well as incorporating physical activity into our programming has proven to increase uptake of our Tobacco-Wise messaging. Description: Relationship building, outreach, and partnership development are key elements to success. A partnership between the Aboriginal Tobacco Program (ATP) and ReachUp Ultimate Frisbee provides a 1-day workshop to FNIM youth on commercial tobacco cessation and prevention initiatives. The ATP provides interactive presentations on sacred/traditional tobacco and commercial tobacco, promoting a positive, non-judgmental and safe environment while utilizing creative strategies conducive to open dialog. ReachUp Ultimate provides Ultimate Frisbee training to encourage healthy active lifestyles that are free of commercial tobacco. Evaluation: Since 2014, the ATP, in partnership with ReachUp, has completed more than 30 events in collaboration with FNIM communities in Ontario. The innovative approach support the strategic priorities of the Aboriginal Cancer Strategy III (ACS III). These include targeted cessation efforts, increased knowledge of commercial tobacco, and building productive relationships built upon trust and mutual respect. After the workshops, we conduct an evaluation to determine if our Tobacco-Wise messaging was understood and that our programs objectives have been met, with exceptional success to date. Usefulness: Through a respectful, culturally appropriate community engagement model and partnership development approach, we have established a strong relationship with FNIM communities that has enhanced and enabled our capacity to address commercial tobacco among FNIM communities and reduce smoking rates. Learning Objectives: The participant shall be able to (1) Identify barriers and challenges indigenous people face accessing equitable and culturally appropriate cancer education and prevention programming. (2) Identify successful programming methods and approaches which help to address high smoking rates among indigenous populations. (3) Take away potential solutions for working with indigenous populations in cancer prevention in the USA, Canada, New Zealand, Australia, and other countries. References: 1. Chiefs of Ontario and Cancer Care Ontario. Cancer in first nations in Ontario: risk factors and screening. Toronto, 2016. 2. Métis Nation of Ontario and Cancer Care Ontario. Cancer in the Métis people of Ontario: risk factors and screening behaviors. Ottawa, 2015. 3. Cancer Care Ontario. Aboriginal Cancer Strategy III. Toronto, 2015.

1A-4: Cancer Care Ontario’s Aboriginal Relationship and Cultural Competency Courses Michelle Rand, Alethea Kewayosh Cancer Care Ontario, Toronto, ON, Canada Abstract: First Nations, Inuit and Métis (FNIM) peoples bear a disproportionately high cancer burden and face a number of health disparities, barriers, and gaps to health services. One barrier to FNIM receiving

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adequate cancer care is the experience of culturally insensitive healthcare and discrimination in the healthcare system. Cancer Care Ontario has developed Aboriginal Relationship and Cultural Competency (ARCC) courses that stress the importance for frontline healthcare professionals to understand and apply FNIM cultural safety to provide effective care. These courses also aim to increase patient safety and person-centered care within the cancer system and beyond. The courses are geared to healthcare providers and others working with FNIM people and communities; however the uptake has extended far beyond health professionals and has reached those who want to better understand FNIM history and culture. The development of the courses included a needs assessment that included Regional Aboriginal Cancer Leads and Aboriginal Navigators. Nine courses were developed based on themes that emerged from the needs assessment and are hosted on CCO’s e-learning site. The courses are accredited by the College of Family Physicians of Canada and the Ontario Chapter, are free for anyone to take and available on a computer, tablet, or smartphone. An extensive evaluation plan captures registration and quiz statistics, feedback surveys, and Google analytics results. With over 4000 course registrations and a 72% completion rate, the ARCC courses were developed to foster stronger cultural safety in health practice in order to improve person-centered care. Through qualitative feedback received from each course completion, it has been identified that the likelihood increases that healthcare workers will take into account the social determinants of aboriginal health when working with First Nations, Inuit and Métis patients. Patients and families who experience culturally safe healthcare are more likely to access care, improving cancer outcomes. Learning Objectives: The participant shall be able to identify at least two barriers to accessing cultural appropriate care for indigenous people. The participant shall be able to determine the importance for including cultural competency training for cancer center staff. References: Truth and Reconciliation Commission of Canada. (2015). Honoring the truth, reconciling for the future. Retrieved from: http:// nctr.ca/assets/reports/Final%20Reports/Executive_Summary_English_ Web.pdf. Government of Ontario. (17 February, 2016). Ontario implementing new indigenous training and education requirements. Retrieved from: https://news.ontario.ca/opo/en/2016/02/ontarioimplementing-new-indigenous-training-and-education-requirements. html. First Nations Health Authority. (1 March, 2017). All regulated health professions commit to a safer health system for first nations and aboriginal people. Retrieved from: http://www.fnha.ca/about/news-andevents/news/health-regulators-commit-to-cultural-safety.

1A-5: Breast Reconstruction in the Gaza-Strip: Awareness and Influencing Factors Enas Alaloul, Mohamed Raed Elshami, Israa Awad, Huda Abu Nemer, Esraa Khader, Heba Baraka, Alaa Alhelu, Bettina Böttcher, Khamis Elessi Faculty of Medicine at Islamic University of Gaza, Gaza, Gaza Strip, West Bank and Gaza Abstract: Background: Although mastectomy is an effective treatment for local control of malignancy, the resulting disfigurement can be horrifying to some women. This study intends to shed a light on the culture and awareness of breast reconstruction (BR) surgeries among patients who underwent mastectomy in the Gaza-Strip (GS). Methods: This was a cross-sectional study in which a total of 173 patients who underwent mastectomy in the GS completed a face-to-face questionnaire designed by the researchers which contained five sections including: sociodemographic data, awareness level about BR, possible positive effects of undergoing BR, causes to undergo BR, and justifications for not having it. Results: The mean age of our sample was 51 years ± 10. About 25% had metastasis at the time of diagnosis. Only 16.8% had breastconserving surgeries. Surprisingly, 72 patients (42%) were not aware about the availability of BR surgeries in GS. Among the rest, 42 patients (42.5%) were informed by their treating doctor. A total of 161 patients

(93%) strongly wanted to undergo surgery. The patients’ main reason of having the BR surgery was to satisfy their husbands (47%), followed by their wish to regain self-confidence (46.4%). However, being unconcerned about the different physical appearance got the highest score (49%) for not undergoing BR while that of getting unsatisfactory results was the lowest (39.6%). Discussion: Some studies [1, 2] demonstrated an improvement in measurements of sexual well-being post-operatively for patients and their husbands and this could explain their desire to undergo BR in our study. In a study by Howes et al. [3], 75.3% of women perceived themselves as having breast asymmetry, which motivated 15.5% to consider BR. Assessing patients’ desire, goals, and expectations may help in improving service delivery after mastectomy. All efforts should be made for spreading awareness of BR among female patients who underwent mastectomy in the GS. Learning Objectives: The participants shall be able to determine the extent of culture and awareness of breast reconstruction (BR) in the Gaza-Strip and to identify the influencing factors to have BR as well as justifications for not to have BR. References: [1] Zhong T, McCarthy C, Min S. Patient satisfaction and health-related quality-of-life after autologous tissue breast reconstruction: a prospective analysis of early postoperative outcomes. Cancer (2012). [2] Eltahir Y, Werners L, Dreise M, Emmichoven I, Jansen L, Werker P, Bock G. Quality-of-life outcomes between mastectomy alone and breast reconstruction: comparison of patient-reported BREAST-Q and other healthrelated quality-of-life measures. Journal of Plastic and Reconstructive Surgery (2013). [3] Howes B, Watson D, Xu C, Fosh B, Canepa M, Dean N. Quality-of-life following total mastectomy with and without reconstruction versus breast-conserving surgery for breast cancer: a case-controlled study. Journal of Plastic, Reconstructive & Esthetic Surgery(2016).

Session 1B: Education Issues for Healthcare Professionals and Interprofessional Teams 1B-1: Attitude Towards Careers in Academia among Dental Students and Residents Ezinne Ogbureke The University of Texas Health Science Center at Houston, School of Dentistry, Houston, TX, USA Abstract: Background: Two thirds of oral cancers are diagnosed in later stages. A curriculum emphasizing head and neck and oral cancer screening for patients becomes all too important as dental educators work to educate dentists to look beyond the dentition and focus also on the soft tissues in the mouth. To train future generation of educators, there must be students willing to pursue careers in academia. Data from the American Dental Education Association (ADEA) reports hundreds of unfilled dental faculty positions across the USA. The goal of this study is to identify the attitude and perception of dental students and residents (in our institution) towards a career in academic dentistry. Methods: An IRB HSC-DB-160829 was obtained from the Committee for the Protection of Human Subjects (CPHS) of the university of Texas Health Science Center at Houston. A 22-question survey was initially sent to a pilot of five dental students through qualtrics. Eventually, the questionnaire was sent to all 484 dental students and residents at the University of Texas Health Science Center School of Dentistry. Data was collected anonymously and result analyzed. Result: The response rate was 51.4% (249 students). Two third of the responders were female and one third were male despite the almost 50/50 male: female composition of the school. Upon starting dental school only one student was definite on a career in education; 4.4%(11) definitely anticipate involvement in academia at some point. Fifty percent (123) say a faculty loan repayment program (FLRP) will influence their choice to teach while 11.29% (28) said they will never want to teach. Discussion: Of the surveryed students at UTSD, 2.4% expressed a definite interest to teach whereas in a survey of 4344

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graduating 2014 seniors of US dental schools, 3.5% expressed an interest to teach following graduation. Politics, low salary, and not being own boss, are deterrents to teaching. Learning Objectives: The participant shall be able to recognize students’ perception towards a career in academic dentistry and the hindrances to pursuing an academic career. The participant shall also identify how dental schools may modify their approach to faculty recruitment in hopes of increasing the number of fulland part-time dental faculty members. References: Karimbux N. Falling off the faculty cliff: where are we, and where do we go? Journal of Dental Education March 1, 2013 vol. 77 no. 3. 263. American Dental Education Association. (February 2015). ADEA survey of dental school seniors, 2014 Graduating Class Tables Report. Washington, D.C.: Author. Cheng YS, Rees T, Wright J. Updates regarding diagnostic adjuncts for oral squamous cell carcinoma. Tex Dent J. 2015 Aug; 132(8):538–49.

1B-2: Establishing a Needs-based Education and Training Strategy for Australia’s First Comprehensive Cancer Centre Michelle Barrett1, Geoff McColl2, Grant McArthur1 1 Victorian Comprehensive Cancer Centre, Melbourne, VIC, Australia, 2 University of Melbourne and Victorian Comprehensive Cancer Centre, Melbourne, VIC, Australia Abstract: Background/purpose: The Victorian Comprehensive Cancer Centre (VCCC) is an alliance of ten organizations committed to improving the outcomes of patients with cancer. The alliance comprises the Peter MacCallum Cancer Centre, Melbourne Health (including The Royal Melbourne Hospital), The University of Melbourne, The Walter and Eliza Hall Institute of Medical Research, The Royal Women’s Hospital, The Royal Children’s Hospital, Western Health, St Vincent’s Hospital Melbourne (including St Vincent’s Institute), Austin Health (including the Olivia Newton-John Cancer Research Institute and Austin Lifesciences) and Murdoch Children’s Research Institute. This abstract presents the method and outcomes of a process to develop and implement an education strategy for the VCCC. Description: A comprehensive analysis of workforce education and training needs was conducted via a series of focus groups, individual consultations and an online survey, in order to formulate the VCCC education and training strategy and corresponding workforce development plan. This work illustrates an evidence-based approach to deriving such a strategy and work plan in a complex environment, and thus should have broader applicability. Evaluation: A thematic analysis of the cancer care and research workforce education and training needs was conducted. These themes were then integrated into an education and training strategy which incorporated themes, objectives, strategies, and a series of actions. Each action was then broken down into a work plan incorporating timelines, resource requirements, and key performance indicators. Usefulness: The education and training strategy and work plan positions the VCCC cancer workforce to embrace and develop evidence and technologies to fully address the challenges faced by cancer patients and their families. The VCCC is well positioned to be the national hub for cancer education and training. Learning Objectives: The participants shall be able to articulate an evidencebased approach to formulating an education and training strategy and corresponding work plan for a multisite, multidisciplinary cancer care and research workforce. References: Blazer K, Clague J, Chang S, et al. Future directions in cancer prevention and control: workforce implications for training, practice, and policy symposium, October 17 to 18, 2009, The University of Texas M. D. Anderson Cancer Center. Cancer epidemiology, biomarkers & prevention, June 2010; 19(6):1655–1660. Aranda S, Yates P. A national professional development framework for cancer nursing. 2nd edn. Canberra: The National Cancer Nursing Education Project (EdCaN), Cancer Australia; 2009. Cancer Australia, 2015. National

Aboriginal and Torres Strait islander Cancer Framework, Cancer Australia, Surry Hills, NSW. 1B-3: An Innovative Train-the-Trainer Program for Improving Communication Haley Buller, Elaine Wittenberg, Betty Ferrell City of Hope Comprehensive Cancer Center, Duarte, CA, USA Abstract: Background/purpose: despite the increasing emphasis on clinician communication to ensure patient satisfaction, providing communication skills to a large interdisciplinary staff remains a cancer education challenge. With support from the National Cancer Institute, a nationwide train-the-trainer communication program was offered to provide oncology nurses with instruction and content on how to teach communication skills building to colleagues. This study will describe the course and present 12-month post-course data provided by participants. Methods: The program, known by the acronym COMFORT, was offered as a two-day course. COMFORT stands for the seven basic principles of communication: C-Communication, O-orientation and options, M-mindful communication, F-family, O-openings, R-relating, and T-team. Principles of adult learning were used to guide the development, delivery, and dissemination of the curriculum. Clinical nursing faculty and communication researchers were brought together to teach the curriculum. Program evaluation included immediate post-course evaluation to assess the quality of course content and 12 month follow-up to identify curriculum content and number and discipline of those trained. Results/findings: Oncology nurses were primarily from comprehensive (33%) and NCIdesignated (32%) cancer centers. Post-course evaluations demonstrated high satisfaction with the course. On a scale of 1 to 5 (1 = lowest), the course met participants’ expectations and objectives (4.8). Follow-ups at 12 months revealed 185 nurses had trained 6863 additional healthcare professionals: 505 physicians, 5267 nurses, 171 social workers, 79 chaplains, and 840 other providers. On average, each nurse trained 37 healthcare providers. The COMFORT modules most commonly taught by participants were communication (65%), mindful communication (50%), and openings (46%). Institution-wide training included needs assessment, partnering with palliative care, and teaching self-care. Discussion: Training is needed to prepare oncology nurses with the skills to provide patient-centered communication across the cancer continuum. These skills include training others in communication. The COMFORT communication train-the-trainer model is an effective approach to meet this need. Learning Objectives: (1) The participant shall be able to describe at least two components of the COMFORT curriculum. (2) The participant shall be able to identify at least two ways to integrate communication skills building into current institutional programs. References: A.R. Newman, Nurses’ perceptions of diagnosis and prognosis-related communication: an integrative review, Cancer nursing 39(5) (2016) E48–60. L. Baer, E. Weinstein, Improving oncology nurses’ communication skills for difficult conversations, Clinical journal of oncology nursing 17(3) (2012) E45–51. GRANT #R25CA174627.

1B-4: Establishing Palliative Care Competencies for Health Professionals and Volunteers in Nova Scotia Meg McCallum1, Janet Carver2, David Dupere3, Sharon Ganong4, David Henderson5, Heather Jewers6, Ann McKim7, Lisa McNeil-Campbell8, Holly Richardson4 , Judy Simpson9, Cheryl Tschupruk10, Shauna Wilcox11 1 Cancer Program of Care, Nova Scotia Health Authority, Halifax, NS, Canada; 2Fishermen’s Memorial Hospital, Lunenburg, NS, Canada; 3 Dalhousie School of Medicine, Halifax, NS, Canada; 4Dalhousie University, Halifax, NS, Canada; 5NSHA, Truro, NS, Canada; 6STFX University, Antigonish, NS, Canada; 7Shannex, Truro, NS, Canada; 8 NSHA, Sydney, NS, Canada; 9 JE Simpson Consulting Limited, Halifax, NS, Canada; 10NSHA, Halifax, NS, Canada; 11IWK, Halifax, NS, Canada

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Abstract: Background: In 2014, Nova Scotia released a palliative care (PC) strategy. The Capacity Building Working Group (CBWG) is responsible for determining an approach to provide PC education, identifying PC learning needs, and establishing PC practice support tools. The first step was to establish PC competencies for health professionals, spiritual care practitioners, PC volunteer coordinators, and PC volunteers caring for patients with life-limiting illness and their families. Description: In 2015, a literature search for PC competencies and a scan of PC education programs were conducted. The Irish PC Competence Framework (IPCCF) serves as the foundation of the Nova Scotia Palliative Care Competency Framework (NSPCCF). PC competencies established by Canadian associations were also incorporated. To highlight interprofessional practice, the NSPCCF outlines shared and discipline-specific competencies include disciplines not included in the IPCCF and applies to all settings of care. Stakeholders were asked to review and validate the NSPCCF and map the competencies to educational programs. Recommendations were incorporated and re-circulated. Numerous rounds of review refined the NSPCCF. The CBWG then sought the support of Nova Scotian Health Professional Colleges and Associations. Evaluation: Two documents were created; an internal document that includes mapping to educational programs, and a public document that does not. Pallium’s LEAP (TM) was selected as the primary education program. The CBWG is in the process of defining a learning pathway for PC consult teams and PC volunteers. Engaging a public advisor ensured that the NSPCCF was truly patient/family centric; our advisor noted, “I can truly say that if these competencies are adopted, Nova Scotians facing the challenge and honor of assisting … in the care of their loved ones … will be in very good hands indeed.” Usefulness: The CBWG successfully established PC competencies for health professionals, spiritual care practitioners, volunteer coordinators, and volunteers; selected relevant PC educational programs and informed PC quality indicators. Learning Objectives: Following this presentation, participants will be able to (1) Describe the process the Nova Scotia Health Authority’s (NSHA) Palliative Care Capacity Building Working Group used to establish palliative care competences for health professionals and volunteers. (2) Outline how the NSHA intends to utilize the Palliative Care Competency Framework. (3) Identify how applicable the palliative care competency development process is to their province/territory/state. 4. Describe opportunities to use and/or adapt the NSHA Palliative Care Competency Framework in their own province/ territory/state. References: Canadian Medical Association. (2014). Palliative care: Canadian Medical Association’s national call to action, examples of innovative care delivery models, training opportunities and physician leaders in palliative care. Ottawa: Author. Nova Scotia Department of Health and Wellness (2014). Integrated palliative care in Nova Scotia: planning for Action. Halifax, NS: Province of Nova Scotia. Accessed from: https://novascotia.ca/dhw/palliativecare. Palliative Care Competence Framework Steering Group. (2014). Palliative Care Competence Framework. Dublin, Ireland: Health Service Executive, accessed from: http://aiihpc.org/education/competence/

1B-5: Impact of an Innovative Primary Care Practice Team-Based Cancer Survivorship Care Training on Knowledge of Cancer Survivorship Care: Quantitative Survey Results Linda Overholser1, Linda Zittleman1, Betsy Risendal2, Carol Hodgson3, Timothy Garrington1, Christin Sutter1, Lori Jarrell1, Colby Jolley4, William LeBlanc1, John Westfall1 1 University of Colorado School of Medicine, Aurora, CO, USA; 2 Colorado School of Public Health, Aurora, CO, USA; 3University of Alberta, Alberta, AB, Canada; 4Haxtun Family Medical Center, Haxtun, CO, USA Abstract: Background/purpose: Primary care providers (PCPs) are seeing increasing numbers of patients with a history of cancer in their practices and will need to be prepared to meet their needs. This is especially true in

rural communities. Cancer survivorship curricula that actively engage practicing PCPs are lacking. Description: Our team has implemented a novel multi-modal educational intervention focused on cancer survivorship (CS) for primary care practices that are part of a rural primary care practice-based research network (PBRN). The CS training was delivered using the interprofessional Shared Onsite Knowledge Dissemination (SOuND Team Training™) model and incorporated an appreciative inquiry approach to highlight the role of the PCP in survivorship care. Written surveys were distributed to providers and practice staff at participating practices before and after the training. Change in knowledge as measured by change in the percent of questions answered correctly on a 14-item knowledge survey was assessed in aggregate and by practice role. Evaluation: A total of 254 surveys were completed at baseline and 218 at post-test across 34 participating PRBN practices. Average correct answers increased from 25 to 46% from baseline to post-test (p < .0001). While provider staff had higher baseline knowledge, the percent improvement in knowledge from baseline to post-intervention did not differ significantly across practice roles. There was a strong association between attendance at SOuND Team Training sessions and number of correct answers at posttest. Usefulness: A curriculum developed to increase awareness of the needs of cancer survivors can be successfully implemented in a primary care practice-based setting to increase knowledge about CS. Use of onsite whole-team training can be an effective way to increase practice teams’ knowledge of CS care and patients’ access to quality CS care in rural communities. This model could be disseminated and implemented across a variety of primary care settings. Learning Objectives: (1) The participant shall be able to identify at least two features of a cancer survivorship educational intervention that make active engagement with practicing primary care providers a success. (2) The participant shall be able to describe the value of interdisciplinary, team-based training in increasing knowledge and awareness of cancer survivorship. References: 1. Miller KD, Siegel RL, Lin CC, Mariotto AB, Kramer JL, Rowland JH, et al. Cancer treatment and survivorship statistics, 2016. CA: A Cancer Journal for Clinicians. 2016; 66(4):271–89. 2. Dossett LA, Hudson JN, Morris AM, Lee MC, Roetzheim RG, Fetters MD, et al. The primary care provider (PCP)-cancer specialist relationship: a systematic review and mixedmethods meta-synthesis. CA: A Cancer Journal for Clinicians. 2017; Mar; 67(2):156–169. 3. Buriak SE, Potter J. Impact of an online survivorship primer on clinician knowledge and intended practice changes. Journal of Cancer Education. 2014; 29(1):114–21.

Session 1C: Community-based Strategies for Cancer Prevention 1C-1: Community-based Non-clinical HIV Service Providers: Seekers and Mavens of Cancer and Health-Related Information for Vulnerable Populations Lisa Tisdale Wigfall, Idethia Shevon Harvey, Tamika Gilreath, Roger Zoh, George B. Cunningham, Patricia Goodson Texas A&M University, College Station, TX, USA Abstract: Background/purpose: As a function of their various roles at community-based AIDS service organizations (ASOs), non-clinical HIV service providers (NCHSPs) find and disseminate information about cancer/health-related topics to vulnerable populations (e.g., people living with HIV (PLWH), men who have sex with men (MSM), transgender persons). Yet, little is known about NCHSPs as individuals who look for cancer/health-related information or as interpersonal sources (or mavens) of health information for vulnerable populations. In this study, we utilized the Comprehensive Model of Information Seeking framework to describe NCHSPs as cancer/health information seekers and mavens. Methods: We recruited a purposive sample of 30 NCHSPs from three community-based ASOs located in the South Carolina. NCHSPs completed a 118-item self-administered, paper-and-pencil survey about HPV and cancer, which included questions about cancer/health-related information

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seeking and health information mavenism. Data analyses were performed using Stata/SE 14.1. Results/findings: Most NCHSPs were surrogate seekers for PLWH [97% (95% CI = 78–100)]. NCHSPs had looked for information about HIV/AIDS [97% (95% CI = 78–100)], sexually transmitted diseases (STDs) [97% (95% CI = 78–100)], and cancer [93% (95% CI = 75–98)]. Cancer information seekers included 60% (95% CI = 41–77) who had looked for information about HPV (including the HPV vaccine) from trusted sources such as the Internet [97% (95% CI = 78–100)] and healthcare providers [97% (95% CI = 78–100)]. Nearly all NCHSPs were completely/very confident about their ability to find health information [93% (95% CI = 75–98)]. The mean health information mavenism score (17.4 ± 2.1) was significantly higher than the scale’s high score cutoff (15.0) (p < 0.001). Discussion: NCHSPs find and disseminate information about cancer/health-related topics that vulnerable populations may use to make informed health decisions. The findings from this theory-driven feasibility study provide some initial insight into NCHSPs’ cancer/health-related information seeking and health information mavenism, but more research is needed to better understand what NCHSPs know and believe about the cancer/health-related information they are finding and disseminating to vulnerable populations. Learning Objectives: The participant will be able to identify trusted sources of information that NCHSPs may prefer to use to learn more about HPV and cancer. Funding Source: Research reported in this publication was supported by the National Cancer Institute of the National Institutes of Health under grant award number K01CA175239. Disclaimer Statement: The content is solely the responsibility of the author and does not necessarily represent the official views of the National Institutes of Health. References: Cutrona SL, Mazor KM, Vieux SN, Luger TM, Volkman JE, Finney Rutten LJ. Health information-seeking on behalf of others: characteristics of “surrogate seekers”. J Cancer Educ. 2015 Mar; 30(1):12–9. doi: 10.1007/s13187-014-0701-3. PubMed PMID: 24,989,816; PubMed Central PMCID: PMC4282983. https:// www.ncbi.nlm.nih.gov/pubmed/24989816. Kontos EZ, Emmons KM, Puleo E, Viswanath K. Determinants and beliefs of health information mavens among a lower-socioeconomic position and minority population. Soc Sci Med. 2011 Jul; 73(1):22–32. doi: 10.1016/j.socscimed.2011.04. 024. PubMed PMID: 21,683,493; PubMed Central PMCID: PMC3126911. https://www.ncbi.nlm.nih.gov/pubmed/21683493

1C-2: Developing a Community-based Community Action Plan for Cancer Prevention through the Utilization of a Community Health Advisors Model in the Deep South Claudia Hardy University of Alabama at Birmingham Comprehensive Cancer Center, Birmingham, AL, USA Abstract: Background: Breast cancer mortality among African-American women is higher in every Deep South state when compared to white women. The ratio of African-American vs. Caucasian deaths from cervical cancer ranges from 2.1 in Alabama to 4.8 in Mississippi. Mississippi and Alabama have the highest rates of obesity and overweight in the country, which impacts colorectal incidence and mortality. Methodology: Through CBPR, the network developed a Community Action Plan (CAP) that includes implementation of evidence-based outreach and educational programs in 12 medically underserved rural and urban Alabama and Mississippi counties. The CHARPS and local program staff established relationships with churches and other community-based organizations establishing social support groups for cancer education and healthy lifestyle campaigns in populations in zip codes identified as low screening compliance areas by CMS and BCCEDP. The CAP was implemented by Deep South Network Program staff, including a local County Coordinator and CHARPs from each county. Results: The program recruited and trained 310 local CHARPS who along with local coordinators implemented more than 1992 innovative cancer education events reaching more than 90,689 individuals in the established

12 counties in a 3-year period. The CHARPs have monthly maintenance meetings to provide capacity-building and ongoing sustainability. A pre-test assessment regarding cancer screening knowledge was done in each county and served as the basis for development of the CAP. This assessment did show an increase in cancer knowledge for some cancer. A post-cancer awareness survey was done in each county as part of the evaluation tools to measure change in cancer education knowledge. In addition, Medicare Mammography data shows increase in mammogram among Medicare population. Discussion: The utilization of CHARPS are an innovative way to educate minority underserved communities to increase cancer screening among African-Americans in a volunteer capacity. Learning Objectives: The participants shall be able to (1) Understand the Deep South Network Volunteer Community Health Advisor’s Model; (2) Describe innovative community cancer education to reduce cancer disparities; (3) Describe steps to developing and implementing a community action plan for cancer education and prevention; (4) Identify at least three lesson learned from this community education method. References: Carson, TL, Jackson, BE, Nolan, TS, Williams, A, Baskin ML. Lower depression scores associated with greater weight loss among rural black women in a behavioral weight loss program. Transl Behav Med. 2016 Dec; doi: 10.1007/s13142-0160452-2 [Epub ahead of print] [PMCID: In progress]. Sterling S, Judd S, Bertrand B, Carson TL, Chandler-Laney P, Baskin, ML. Dietary patterns among overweight and obese African-American women living in the rural south. J Racial Ethn Health Disparities. 2017 Mar; doi: 10.1007/s40615017-0351-3. [Epub ahead of print] [PMCID: In progress].

1C-3: A Community-based Approach to Reducing Rural Cancer Disparities Cody Fredrick1, Amy Amessoudji2, Amanda Eggen1, Edgar Montejo3, Elizabeth Jacobs2 1 UW Carbone Cancer Center, Madison, WI, USA; 2UW School of Medicine and Public Health, Madison, WI, USA; 3 University of Wisconsin Parkside, Kenosha, WI, USA Abstract: Compared to urban-dwelling Americans, rural Americans have poorer overall health and quality of life, as well as worse cancer outcomes. Geographic isolation, low socioeconomic status, risky health behaviors, and limited job opportunities contribute to these health disparities in rural communities. The overall goal with our American Cancer Societysponsored study was to work closely with rural community members in Wisconsin to modify and rigorously test effectiveness of an educational curriculum designed to educate rural residents on how they can reduce their cancer risk through behavior change and increased cancer screening. The curriculum, Cancer Clear & Simple (CC&S), is a culturally tailored educational intervention developed in partnership with rural community members. We modified CC&S to make it more effective for broad dissemination in rural communities using information obtained from qualitative interviews with past participants, community stakeholders, target audience individuals, and community leaders. We are evaluating the impact of participation in CC&S educational sessions on cancer prevention and screening in a pilot trial of 68 community members: 34 who received CC&S and 34 who did not. Participants were surveyed about their intent to change their behavior at the beginning of the study, immediately after the study, and on actual behavior changes and screening behavior 6 months after enrollment in the study. Preliminary findings from the study show increased cancer knowledge and understanding of controllable risk factors with intent to change health behaviors and engage in screening of the CC&S group. Participants will complete the 6-month surveys beginning in May and additional information will be analyzed by August. Through strong, community-based leadership, we have been able to overcome many challenges of providing education in rural settings as a means to reduce health disparities in rural America. We plan to use this pilot data to seek further funding to conduct a larger study. Learning Objectives: The participants shall be able to identify at least two methods by which community

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partnerships make delivering cancer education in rural settings more effective. References: Bennett KJ. Rural population estimates: an analysis of a large secondary data set. J Rural Health. 2013; 29(3):233–238. Schootman M, Homan S, Weaver KE, Jeffe DB, Yun S. The health and welfare of rural and urban cancer survivors in Missouri. Prev Chronic Dis. 2013; 10:E152. PMCID: 3775393. Weaver KE, Geiger AM, Lu L, Case LD. Rural-urban disparities in health status among US cancer survivors. Cancer. 2013; 119(5):1050–1057. PMCID: 3679645. Wuthnow R. Small-town America: finding community, shaping the future: Princeton University Press; 2013.

1C-4: Shopping Smart in Utah: Grocery Stores Join the Fight to Reduce Cancer Risk Garrett Harding, Jane Ostler, Donna Branson, Meredith Vehar, Jennyffer Morales Huntsman Cancer Institute, Salt Lake City, UT, USA Abstract: Background/Purpose: Approximately one third of all cancer deaths in the USA are related to poor diet, obesity, and physical inactivity. Getting to and staying at a healthy weight is important to reduce the risk of cancer and other chronic diseases; however, many individuals feel overwhelmed by mixed nutrition messaging and the abundance of food options in grocery stores often discourages them from knowing where and how to start eating healthy. Strong evidence shows that a diet filled with a variety of plant-based foods helps lower the risk of many cancers. Description: Huntsman Cancer Institute (HCI) partnered with Harmons Grocery—a locally owned and operated grocery store known for its commitment to wellness, innovation, and community—to develop the CancerFighting Foods Shopping List. It incorporates suggestions that may help lower an individual’s chances of developing cancer and contains grocery items, based on studies from the American Institute for Cancer Research that have shown to have cancer-fighting effects. Additional tips on healthy grocery shopping and information on dietitians choice, Harmons’ comprehensive program that recommends and endorses healthy products based on vigorous nutritional criteria, are also included. Evaluation: The CancerFighting Foods Shopping List has been distributed physically to all 16 Harmons locations throughout the state of Utah since June 2015. Additional efforts, including targeted community outreach health events, prominent media appearances, and a successful social marketing campaign, have reached tens of thousands of Utah residents, resulting in a successful community-based education intervention. Usefulness: This unique partnership promotes each stakeholder’s shared interests in educating the public about reducing cancer risk healthy lifestyle choices and recognizes the role that healthy food access plays in promoting disease prevention and reducing health disparities in Utah communities. The presentation will discuss research pertaining to lifestyle and cancer risk, effective and innovative partnership building, social marketing, and program timeline and implementation. Learning Objectives: The participant shall be able to demonstrate three key components of an effective community partnership between grocery stores and cancer centers. The participant shall be able to identify two strategies for successful health education deliver. References: Escaron A.L., Meinen A.M., Nitzke S.A., Martinez-Donate A.P. Supermarket and grocery store-based interventions to promote healthful food choices and eating practices: a systematic review. Prev Chronic Dis (2013) 10:120,156. doi: http:// dx.doi.org/10.5888/pcd10.120156. Moore, L.V., Pinard, C.A. & Yaroch, A. L. J Community Health (2016) 41:812. doi:10.1007/s10900-016-0158-x.

Session 1D: patient orientation and navigation 1D-1: Beyond Retention: Promoting Empowerment and Participation in New Patient Orientation Olivia Yu, Luisa Luciani Castiglia, Anna Cistera, Cynthia Fallu, Shafia Amdouni, Gabriel Gazze, Virginia Lee, Christine Legler, Jillian Lucht,

Jennyfer Garcia Cruz, Kevin McKie, Anne Nercessian, Anna Swiderska, Marc Hamel McGill University Health Centre, Montreal, QC, Canada Abstract: Background: A New Patient Chemotherapy Orientation (NPCO) for patients and families has been offered at our centre for more than 10 years. The move to a new site necessitated an update of navigation content and provided the initial impetus for re-design. This provided an opportunity to improve on identified limitations such as a lack of information about biotherapies, didactic format and poor attendance. An interprofessional team, including patient representatives, was assembled for this project. The aim was to update the NPCO and increase attendance, in order to better prepare patients starting parenteral anticancer therapies. Description: This presentation will describe the redesigned elements of the orientation and strategies for improving attendance. The scope of the redesign included changes to content (topics and patient tools) and processes (modality, facilitation and booking of the session). Principles for developing effective patient education materials and project management methodologies guided the process. These included a review of the literature, benchmarking, stakeholder feedback of the current NPCO and process mapping of the appointment booking. The objectives of the orientation were re-defined so that the provision of information served to enhance a sense of preparedness and to promote patient activation in self-care. The main changes to content included an emphasis on what patients can do to take care of themselves, less focus on side effects and the inclusion of biotherapies and coping. Salient modifications to modality were aimed at increasing interaction and comprehension by including activities for self-reflection, questions and answers and myth busters, and attention to instructional design. Strategies to improve attendance were also implemented. Evaluation: Preliminary results show an increase in participation and satisfaction with the session. Usefulness: Innovations in the re-design of our orientation session address the challenges of passive learning and patient attendance. Learning Objectives: At the end of the session, the participant shall be able to (1) describe at least two approaches to promote patient empowerment and (2) describe at least two approaches to increase attendance rate. References: Puts, M. T. E., Papoutsis, A., Springal, E., & Tourangeau, A. E. (2012). A systematic review of unmet needs of newly diagnosed older cancer patients undergoing active cancer treatment. Support Cancer Care, 20, 1377–1394. Valenti, B.R. (2014). Chemotherapy education for patients with cancer: a literature review. Clinical Journal of Oncology Nursing, 18 (6), 637–640.

1D-2: Progress towards Developing a Patient Navigation Program for Adolescents and Young Adults in Oncology Sara Salmon1, Jeff Yancey1, Samantha Pannier1, Brynn Fowler2, Echo Warner 1 , Mark Lewis3 , Craig Nichols3 , Holly Spraker-Perlman4, Douglas Fair1, Lor Randall1, Anne Kirchhoff1 1 Huntsman Cancer Institute, Salt Lake City, UT, USA; 2University of Chicago, Chicago, IL, USA; 3Intermountain Healthcare, Salt Lake City, UT, USA; 4Primary Children’s Hospital, Salt Lake City, UT, USA. Abstract: Background/purpose: Adolescents and young adults (AYAs) diagnosed with cancer between the ages of 15–39 experience a number of challenges in treatment that are unique to their age and developmental stage. AYAs commonly experience difficulty identifying appropriate medical and fertility services; employment, education, and financial resources; and social supports. Almost 1000 AYAs are diagnosed with cancer in Utah every year. The Huntsman-Intermountain Adolescent & Young Adult (HI-AYA) Cancer Care Program has launched a patient navigator (PN) program to help meet AYA’s age-specific needs in Utah and Intermountain West. The PN works with AYA patients, survivors, and their caregivers, providing information and resources to address their unmet needs. Description: The PN supports patients by assessing their needs and barriers to healthcare. The PN works with patients across healthcare systems, providing free in-person and telehealth guidance. The PN provides information and referrals to

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patients within their healthcare facility, community, or through national organizations. Evaluation: Regular meetings with the HI-AYA workgroup, clinical staff, patients, and other stakeholders produced a definition of the scope and role of the PN. Since the program started in late 2016, over 60 AYA patients have worked with the PN. A formal process evaluation is underway with the first 50 enrolled patients to improve quality and procedures. This evaluation includes surveys administered at navigation intake and at 3 month follow-up to assess patients’ satisfaction with the navigation program. Usefulness: Identifying unmet needs of AYA cancer patients through the HI-AYA patient navigation program will help target supportive services to address gaps in care. The implementation of a PN role for AYAs is a strategy that other institutions may replicate to address the unmet needs of AYAs with cancer. In addition, the telehealth capabilities of this role are uniquely suited to serve AYAs in rural and frontier communities. Learning Objectives: The participant shall be able to identify three barriers the PN helps AYAs to overcome. References: Barakat LP, Galtieri LR, Szalda D, et al. Assessing the psychosocial needs and program preferences of adolescents and young adults with cancer. Support Care Cancer. 2016; 24:823– 832. doi: 10.1007/s00520-01502849-8. Hall AE, Boyes AW, Bowman J, et al. Young adult cancer survivors’ psychological well-being: a crosssectional study assessing quality of life, unmet needs, and health behaviors. Support Care Cancer. 2012; 20:1333–1341. doi: 10.1007/s00520-0111221-x.

1D-3: Effect of an Electronic Health Record-Based Colorectal Cancer Screening Patient Navigation Program on Completion and Quality of Colonoscopies Luis Rustveld, Ajeesh Sunny, Sue Nash Baylor College of Medicine, Houston, TX, USA Abstract: Purpose: In the past, patient navigators (PNs) have fulfilled a pivotal role in facilitating timely completion of Colorectal Cancer (CRC) screening. However, little is known whether patient navigation improves quality of colonoscopies. In the present study, we implemented an Electronic Health Record (EHR)-based patient navigation program to improve completion and quality of colonoscopies in a population of medically underserved primary care patients. Methods: A total of 4658 adults aged 50– 75 with a positive Fecal Immuno-histochemical Test (FIT) and active colonoscopy referrals documented in the EHR were included in analysis (2358 usual care and 2300 navigator-supported care). Other data included sociodemographics, Boston Bowel Preparation Scale (BBPS) scores, and final navigation status. Navigated patients received colonoscopy education including comprehensive preparation instructions reinforced by a dedicated colonoscopy preparation phone line and barrier resolution services. Usual care group received standard reminder calls and CRC education. Results: A significantly larger proportion of navigated patients went on to complete a colonoscopy compared to usual care group (PN-navigated, 60% and usual care, 40%, p < 0.001).The average BBPS score for the entire sample population was 8.1 ± 1.7 (7.7 ± 1.9 for usual care, 8.2 ± 1.7 for PN-navigated care, p < 0.001). In multivariable linear regression analysis, patients who received CRC education by the PN were significantly more likely to have a highquality colonoscopy, after adjusting for age, race/ethnicity, gender, language, and GI-related high risk conditions such as colon polyps, and family history of CRC (β = 0.369, p = < 0.001). Conclusion: The patient navigation program in this project significantly improved completion and quality of colonoscopies across racial/ethnic groups. By harnessing key features of the EHR, the CRC patient navigation program led to better coordination of patient navigation and follow-up of patients who were age-eligible to receive CRC screening and who were at high risk for developing CRC. Learning Objectives: The participants shall be able to (1) Identify two main features of the EHR-based patient navigation program that can lead to CRC screening completion. (2) Discuss the utility of a subjective measure for quality colonoscopy preparation. (3) Identify key predictors of colonoscopy completion in the primary care population described in the study.

References: (1) Sunny A, Rustveld L. A comprehensive electronic health record based patient navigation module including technology driven colorectal cancer outreach and education. J Canc Educ. 2017 February10. (2) Sunny A, Rustveld L. The role of patient navigation on colorectal cancer screening and education: a review of the literature. J Cancer Educ. 2016 Nov 23. (3) Lai, E., Doros, G., Fix, O., Jacobson, B. The Boston Bowel Preparation Scale: a valid and reliable instrument for colonoscopy-oriented research. Gastrointestinal Endoscopy. 2009, 69(3), 620–625.

1D-4: Development of Centralized, Provincial Patient Education Materials: Acute Myeloid Leukemia Patient Pathway Sarah McBain1, Colleen Fox1, Lesley Moody1, Tamara Harth2 Cancer Care Ontario, Toronto, ON, USA; 2Sunnybrook Odette Cancer Centre, Toronto, ON, Canada 1

Abstract: Background: The acute myeloid leukemia (AML) patient pathway document was created by Cancer Care Ontario’s Patient Education Program to address a gap in education materials for patients requiring allogeneic stem cell transplants in Ontario as identified through patient consultations at stem cell transplant centers across the province. Description: The AML patient pathway describes typical treatment paths for AML with an aim of standardizing patient education materials about treatment options for AML patients across Ontario. To ensure relevance and accuracy across multiple transplant sites, patients and clinical experts from across the province were convened to extract feedback through working groups and individual consultation. Patient and family experiences helped to inform the tone and direction of the document and their key touch-points were identified and acknowledged in the final work. They were consulted both individually and through an advisory group formed to advise on issues surrounding stem cell transplants in Ontario. Clinical feedback was gathered through two established provincial groups (Stem Cell Advisory Committee and Leukemia Working Group) as well as through individual consultation. Feedback from both groups was consolidated by a patient education specialist who applied best practices in health literacy and clear document design to ensure a health literate final product. Evaluation: Evaluation includes semi-structured interviews with clinical coordinators from stem cell transplant centers and referring centers in Ontario, as well as with patient and family advisors. In addition to gaining feedback about the utility of the pathway as a clinical teaching tool the evaluation will inform direction of future patient pathways for other malignant hematological diseases. Usefulness: With increasing financial constraints in healthcare, centralizing, provincial patient education material creation is a viable means to cost saving in the system. The authors would like to acknowledge Cancer Care Ontario’s Provincial Steering Committee on Complex malignant hematology in this work. Learning Objectives: The participant shall be able to: Identify at least two challenges with creating patient education materials that must be relevant across multiple catchment areas. Identify at least two benefits of focusing on the patient experience when creating patient education materials References: Stienen, JJ et al. (2015). Development and evaluation of an educational E-tool to help patients with non-Hodgkins lymphoma manage their personal care pathway. JMIR Research Protocols, 4(1), e6. Rood, JA et al. (2015). Perceived need for information of patients with hematological malignancies: a literature review. Journal of Clinical Nursing, 24(3–4), 353–369.

1D-5: Counting Characters: Adapting Existing Content for a Digital Engagement Platform Allison Reichel1, Julia Vishnevetsky1, Roberta Baron1, Laura Paloubis2, Curt Haase1, Chasity Walters1

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Memorial Sloan Kettering Cancer Center, New York, NY, USA; Memorial Sloan Kettering Cancer Center, Bayside, NY, USA

2

Abstract: Background/purpose: After deciding to have surgery, patients need to learn how to prepare for their procedure and care for themselves post-operatively. Generally, healthcare providers educate patients in clinic using written materials. After this initial teaching, patients are responsible for adhering to preoperative guidelines with minimal additional guidance. Moreover, as short-stay and ambulatory surgical centers become more common, there is limited time to reinforce the teaching before patients become responsible for their own postoperative care. The goal of this project was to rePurpose: existing educational content to fit the character constraints and delivery intervals of a digital patient engagement tool. Using the tool (an online and/or mobile application), patients receive “snippets” (small pieces of information, approximately 50 words) designed to complement existing education methods and help them prepare for and recover from surgery. Description: We created surgery-specific care plans based on our existing resources. Each care plan consists of snippets containing multimedia perioperative education, reminders, links to education resources, and requests for patient-reported outcomes and feedback. We developed a schedule for each care plan to ensure that patients receive snippets as they become relevant based on their surgery date. Patients will enroll in the care plan using a third-party mobile or desktop app. Evaluation: We collaborated with clinicians to ensure that the integrity of the clinical content remained intact. We also evaluated the readability of a selection of snippets using the Flesch Reading Ease and SMOG Readability formulas. Finally, we will conduct a pilot study in a subset of one service to evaluate the tool and solicit participant feedback. Usefulness: Using this tool, patients get actionable information when they need it. We believe that this will make patients feel more connected to their care provider(s) while they recover from surgery remotely and encourage adherence to perioperative care requirements. Learning Objectives: Participants shall be able to identify one strategy to adapt existing print resources for use in a digital setting. Participants shall be able to identify two potential benefits of providing supplemental digital perioperative education to patients. References: King, C. A. (2012). Keeping the patient focus: using tablet technology to enhance education and practice. Journal of Continuing Education in Nursing, 43(6), 249– 250. Mundi, M.S., Lorentz, P. A., Grothe, K., Kellogg, T. A., CollazoClavell, M. L. (2015). Feasibility of smartphone-based education modules and ecological momentary assessment/intervention in pre-bariatric surgery patients. Obesity Surgery, 25(10), 1875–1881.

Session 2A: Digital Patient Education Delivery 2A-1: The Patient First: Creating an Online Portal for Clinical Patient Education Factsheets Jeff Yancey, Donna Branson, Meredith Vehar, Diane Fouts, Susan Childress Huntsman Cancer Institute, Salt Lake City, UT, USA Abstract: Communicating health information is a challenge, no matter the patient. In stressful situations such as a cancer diagnosis, educating patients about their disease, treatment, symptom management, and available resources adds responsibility. In 2007, our center created an interdisciplinary team to improve the process. Two hundred providers responded to an electronic survey that identified gaps. We created a patient education committee (PEC) to address deficiencies. Working among service lines and departments, nurses, health educators, staff writers, and editors reviewed and customized materials using health content best practices and plain language principles. We created a template to standardize look and appeal and built a formal multidisciplinary review process to ensure the information was scientifically correct and accessible from various points of view. In 2010, we instituted a formal health literacy review. In 2015, we built a public-facing web platform. In this comprehensive, searchable document library,

materials are grouped by disease type, treatment, service, or topic. All materials are ready to print on demand and updated on a 3-year cycle. As of February 13, 2017, the Web portal holds 243 custom factsheets in English, each meeting basic health literacy criteria. Also, the factsheets used most often and information about blood and marrow transplant are available in Spanish. The adoption of this process has been a cultural change over the past decade in our center, requiring a change in workflow for busy clinical teams, educating staff about the importance of health literacy principles in patient education, and communicating new processes for approving materials for clinical use. In the future, we plan to translate all custom factsheets into Spanish and other languages as appropriate, improve our gathering of patient and provider feedback to ensure material is accessible and applicable, and formally assess effects on clinical outcomes, patient compliance and satisfaction, and readmissions. Learning Objectives: At the end of the presentation, the participant shall be able to identify the components of a patient education development, review, and revision process. References: Roberts, H., Zhang, D., Dyer, G.S. (2016) The readability of AAOS patient education materials: evaluating the progress since 2008. The Journal of Bone and Joint Surgery. 98(17):e70. doi: 10.2106/JBJS.15.00658. Piredda, M., Migliozzi, A., Biagioli, V., Carassiti, M., & De Marinis, M. G. Written information improves patient knowledge about implanted ports. Clinical Journal of Oncology Nursing. 20(2):E28–33. doi: 10.1188/16. CJON.E28-E33.

2A-2: Digital Innovations in Patient Education: Development of a Large-Scale Digital Patient Education Pathway with an Interprofessional Team Tina Papadakos, Eric Carlson, Abel Cheng, Meredith Giuliani Princess Margaret Cancer Centre, University Health Network, Toronto, ON, Canada Abstract: Purpose: A diagnosis of cancer can be devastating. It is made more daunting with the large amount of complicated information to process and the challenge of life-altering decisions that often must be made in a short amount of time. For patients who require allogeneic stem cell transplants, these challenges are even greater since they are among the most complex patient populations in oncology due to factors like intensity of treatment, length of recovery, number of complications, and immune function complexity (Cooke et al. 2012). Description: The information needs and selfcare skills required of patients and caregivers from diagnosis to survivorship were identified through literature reviews, patient and caregiver needs assessments and interviews, and quality improvement initiatives. To address these needs, the team developed a large-scale digital education pathway founded on plain language and health-literate design. Evaluation: Structured usability testing was conducted to improve user interface and experience and aiming to increase the likelihood of health behavior change and better health outcomes. The first phase was to run navigation testing using an online usability application to analyze user click sequences with hit zones and hot spots. Designs were revised and later tested in person with allogeneic stem cell patients and caregivers using cognitive think-aloud user testing and a navigation test. Usefulness: Patients and caregivers report being overwhelmed by information and concerned about decision dilemmas including “will this work for me?” and “how will I cope with complications?” The digital education pathway provides innovative solutions to the stress of information overload by making education: accessible anywhere and anytime in digital form; digestible by creating an opportunity to selfserve micro bits of information at the learner’s own pace. The digital pathway is particularly innovative in using multimedia to create interactive simulations that support self-management by bringing content into the context of everyday life. Learning Objectives: The participant shall be able to describe (1) A development process for large-scale digital patient education pathways. (2) Examples of using multi-media to simulate self-care skills in the context of everyday life. (3) Data from user experience with health literate design. (4) The role of plain language in facilitating digital education,

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References: Jim, H.S.L., Quinn, G.P., Gwede, C.K., Barata, A., Cessna, J., Christie, J., Gonzalez, L., Koskan, A., and Pidala, J. (2014). Patient education in allogeneic hematopoietic cell transplant: what patients wish they had known about quality of life. Bone Marrow Transplantation, 49, 299–303. Cooke, L., Grant, M., Gemmill, R. (2012). Patient-initiated discharge needs of allogeneic transplant patients. Clinic Journal of Oncology Nursing, 16, E142-E149.

2A-3: Meeting the Cancer Patient Education Needs of Rural Populations and Outlying Clinics through Implementation of a Customized Mobile-Friendly Online Program Utilizing NCI’s Patient Resources Colleen Baggs1, Ed Miller2, Celia Muench2 1 Essentia Health, Duluth, MN, USA; 2CancerHelp Institute, Wilmette, IL, USA Abstract: Background: Patients in rural areas carry an extra burden in their journey with cancer—the distance from their cancer center and their health care team who provide patient education. It is difficult for these rural patients to access resources from the cancer center. Essentia Health Cancer Center faces additional challenges. Keeping NCI patient education publications current and in stock at multiple clinical locations is a huge task. Most NCI booklets are no longer being printed. Description: To address this challenge for rural patients, Essentia Health created a custom patient education website. The website is accessible by all devices: laptop and desktop computer, smartphone and tablet. The site features the following: • NCI’s patient education resources including their reliable patient publications, statements, and YouTube videos. • Custom information of the Essentia Health Cancer Centers. With the input of the breast clinical nurse manager, the site provides easy access to her department’s recommended booklets and videos from the NCI. This saves rural patients a return trip to the cancer center. A “Teaching Folder” on the site brings together chemotherapy handouts including “Taking your Oral Cancer Medicine” and “Safety Tips.” This online tool supports rural patients in following oral chemotherapy guidelines. Rural patients learn about the online site at their first visit to the cancer center or clinic. Flyers and “business cards” with QR Codes, handed out by their physician, help rural patients access the site when they get home. Evaluation: Nurses now use a consistent approach and resource for patient education. Staff in the Outlying Clinics receive interactive training on how to show the website to patients. Rural patients easily share patient education content with family members and friends via text message or email. Usefulness: Essentia Health’s experience can be replicated by other cancer centers, especially those with multiple clinics, outlying clinics, and/or rural cancer patients. Learning Objectives: The participant shall be able to identify at least two innovative ways that rural cancer patients can receive the patient education that they need using custom online tools. References: Charlton, M., Schlichting, J., Chioreso, C., Ward, M., and Vikas, P. (2015), Challenges of rural cancer care in the United States. Oncology Journal, Practice and Policy, September 15. Review Article. Vollmer Dahlke D., Kellstedt D., Weinberg A.D. (2105) Developing NaviCanPlan: a mobile web resource locator for cancer providers and survivors. J Cancer Educ. 30: 670.doi:10. Kuijpers W, Groen WG, Aaronson NK, van Harten WH. (2013) A systematic review of web-based interventions for patient empowerment and physical activity in chronic diseases: relevance for cancer survivors. J Med Internet Res. 15:e37.

2A-4: Development of Culturally and Linguistically Targeted Educational Videos to Promote the Uptake of the HPV Vaccine at the Point-of-Care Jane Montealegre1 , Kim Kline 2 , Marva Mallory-McRae 1 , Lindy McGee1, Julie Boom3, Maria Jibaja-Weiss1

1

Baylor College of Medicine, Houston, TX, USA; 2University of Texas, San Antonio, San Antonio, TX, USA; 3Texas Childrens Hospital, Houston, TX, USA Abstract: Background/purpose: Uptake of the human papillomavirus (HPV) vaccine remains low despite its documented association with six types of cancers. A strong vaccine recommendation is one of the strongest predictors of vaccine uptake, yet time constraints often make providers reluctant to recommend the vaccine. As part of a larger multi-level intervention project aimed at improving uptake of the HPV vaccine among medically underserved pediatric patients in Houston, Texas, we are developing patient-centered HPV vaccine educational videos to prime parents/guardians to receive and respond positively to a strong vaccine recommendation from their healthcare provider. Description: Content targeted to parents/guardians of 11–12 year olds focuses on the three adolescent vaccines (Tdap, HPV, and meningococcal), while the content targeted to parents/guardians of 13–18 year olds focuses on HPV vaccine catch-up. Evidence-based messaging addresses key constructs of the Extended Parallel Process Model and Social Cognitive Theory Both sets of videos will be produced in English and Spanish for three target populations. The videos will be shown to parents/guardians while they are waiting in the examination room prior to seeing their provider and will be integrated into the patient flow at 23 pediatric clinics. Providers will receive training on how to provide a strong vaccine recommendation. Evaluation: First, intervention impact will be assessed using clinic-level vaccination rate variations at two different intervention deployments spaced 4 months apart. Second, surveys of clinic staff will be used to assess attitudes towards the integration of the videos within clinic flow and surveys of pediatricians used to assess how having parent/guardians view videos before consultation impacted doctor/patient dialog. Usefulness: Utilizing targeted videos as a point-of-care communication channel is an integral aspect of a highly successful cancer prevention program. The videos may contribute to improved uptake of the HPV vaccine by enhancing patient-provider communication. Learning Objectives: (1) The participant should be able to describe how targeted HPV vaccine education may be integrated into the clinic flow. (2) The participant should be able to understand how the integration of videos in the clinic flow may enhance the HPV vaccine dialog between providers and parents/guardians. References: Paskett ED, Krok-Schoen JL, Pennell, et al. Results of a multilevel intervention trial to increase human papillomavirus (HPV) vaccine uptake among adolescent girls. Cancer Epidemiol Biomarkers Prev 2016; 25:593–602. Walling EB, Benzoni N, Dornfeld J, et al. Interventions to improve HPV vaccine uptake: a systematic review. Pediatrics 2016; 138; DOI: 10.1542/peds.2015-3863.

2A-5: Inuusinni Aqqusaaqtara—My Journey: Meeting the Information Needs of Inuit Living with Cancer Tracy Torchetti1, Chaneesa Ryan2 1 Canadian Cancer Society, Toronto, ON, Canada; 2Pauktuutit Inuit Women of Canada, Ottawa, ON, Canada Abstract: Inuit have a higher rate of cancer incidence and mortality compared with other Canadians. Many factors contribute to these differences in the burden of cancer, including limited knowledge about cancer and limited access to culturally and linguistically appropriate cancer information. To address this need, Pauktuutit Inuit Women of Canada and the Canadian Cancer Society collaborated to improve cancer literacy and to provide culturally and linguistically appropriate cancer resources for Inuit with cancer. This project uses a community-based research approach to inform the development of Inuit-specific cancer resources and builds on earlier work conducted by Pauktuutit. An advisory committee made up of community members with cultural, regional, administrative and subject matter expertise was formed to guide the project. An environmental scan of materials was undertaken to determine the gaps in available

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resources and to avoid duplication. A final evaluation of Inuit knowledge, attitudes and behaviours on cancer will be completed to measure the project’s impact. Based on the research, we created Inuusinni Aqqusaaqtara—My Journey, a website and two booklets to help increase Inuit knowledge about cancer. The booklets are designed to help Inuit newly diagnosed with cancer understand their diagnosis, support them throughout their journey and facilitate better communication with healthcare professionals. This project is the result of a collaborative process with Inuit for Inuit. By increasing cancer knowledge through the provision of Inuit-specific cancer information, we can help break down the barriers Inuit face in navigating the cancer care system. Learning Objectives: Learn more about the barriers Inuit experience when trying to access cancer information and while navigating the cancer care system. This knowledge was used to inform the development of Inuit-specific cancer resources. References: Carrière, Gisèle M., Michael Tjepkema, Jennifer Pennock, and Neil Goedhuis. “Cancer patterns in Inuit Nunangat: 1998–2007.” International Journal of Circumpolar Health. Co-Action Publishing, 15 May 2012. Web. 25 July 2016. Young, T. Kue, Janet J. Kelly, Jeppe Friborg, Leena Soininen, and Kai O. Wong. “Cancer among circumpolar populations: an emerging public health concern.” International Journal of Circumpolar Health. Co-Action Publishing, 12 Jan. 2016. Web. 25 July 2016.

Session 2B: Special Global Session 2B: Global Cancer Education: Experience in Oman Wahid Al Kharusi, Yuthar Al Rawahi Oman Cancer Society, Athaiba, Oman Abstract: No abstract had been provided as of the time of the printing of this supplement.

Session 3A: Breast Cancer Prevention and Control in Multicultural Populations 3A-1: Development of a Lay Breast Health Advisor Training Program at an NCI-designated Comprehensive Cancer Center to Reach the Medically Underserved in Boston, MA Sarah Peterson, Nathaniel Tran, Sarah Gunn, Rebecca Walmer, Magnolia Contreras Dana-Farber Cancer Institute, Boston, MA, USA Abstract: Background: There is a growing body of evidence that training community members in health information and health education competencies is an effective strategy for reaching the medically underserved with the goal of improving health behaviors and reducing disparities. We sought to develop an evidence-based training curriculum for Lay Breast Health Advisors (LHAs), grounded in the constructs of the Health Belief Model. Methods: Training topics include health education competencies, breast cancer basics, and community outreach. The training is facilitated by community outreach specialists from Dana-Farber Cancer Institute. Participants complete a preand post-test to evaluate changes in knowledge as well as a training evaluation. Participatory activities such as small group discussion and role playing are a core part of the training. Participants reflect the diverse ethnic makeup of the city, and include health professionals, public health students, and breast cancer survivors. Results: To date, we have conducted three training sessions for a total of 37 individuals. For all three cohorts, there was a statistically significant difference in the averages of the pre- and post-scores on a 20-item test; results listed as mean ± standard deviation. Cohort 1 pre-test (63.75 ± 15.97), cohort 1 post-test (81.25 ± 14.08); cohort 2 pre-test

(74.95 ± 10.35), cohort 2 post-test (87.75 ± 9.75); and cohort 3 pretest (73.89 ± 8.58), cohort 3 post-test (88.33 ± 5.59). The improvement in post-test scores for cohorts 2 and 3 reflects modifications made to the curriculum based on previous cohort test results, participant evaluations, and process notes. Discussion: The early results from this training program show promise for the longer-term objectives of increasing knowledge of breast cancer and adherence to screening guidelines in the community, via the social networks of each LHA. Our current focus is on continued engagement of LHAs and evaluation of their outreach efforts in the community. Learning Objectives: The participant shall be able to identify at least three core educational objectives for the development of a successful lay health advisor program in the area of cancer prevention and detection. References: Gwede, CK, et al. “Designing a community-based lay health advisor training curriculum to address cancer health disparities”. Health Promot Pract. 2013 May; 14(3):415–24. Moore, A., et al. “Lay health advisors make connections for better health”. N C Med J. 2012;73(5):392–393. Shelton, RC, et al. “Advancing understanding of the sustainability of lay health advisor (LHA) programs for African-American women in community settings”. Transl Behav Med. 2017 Mar 23. doi: 10.1007/s13142-017-0491-3.

3A-2: Health Beliefs and Cervical, Breast and Colorectal Cancer Screening Rates in Baltimore’s Muslim Women Awa Sanneh Johns Hopkins University School of Medicine, Baltimore, MD, USA Abstract: Background: Muslims are a growing minority in the USA and recent studies have shown that health disparities exist within American Muslim communities. There is a need for further study in this area as religion-related health beliefs and practices have been linked to careseeking behaviors of Muslims living in the USA. This study explores breast, cervical, and colorectal cancer screening rates in Baltimore’s Muslim women and seeks to identify factors that may influence these screening behaviors. Methods: We designed a survey consisting of 37 items, including questions about demographics, access to primary care, self-rated religiosity, history of cancer screening, and perceived barriers to screening. We used convenience sampling methods to survey Muslim women in the Baltimore area, ages 21+. Identical in-person self-administered surveys and online surveys were utilized for data collection from June to November 2016. Results: We obtained 105 responses, with an age distribution that was nearly equal between the 21–29, 30–44, and 45+ age categories. The largest represented races were South Asians, African-Americans, and Arabs, in descending order. Screening rates are consistently low for cervical (54%), breast (75%), and colorectal cancers (less than 50%) compared to national screening data. One of the most cited reasons for delayed screening was a lack of physician recommendation. Faith-based discrimination from healthcare workers was reported by 16% of participants. One third (34%) of respondents delayed seeking care when there was no female provider available and an overwhelming majority preferred female providers to conduct their screenings. Discussion: The survey responses have identified trends that suggest ways to increase participation in cancer screening within this population, mainly through education and community partnerships to address identified barriers. Though findings are limited in their generalizability, the low screening rates, delayed care-seeking behaviors, and reports of discrimination suggest further exploration into a high-risk population that is subject to unique sociopolitical influences in current times. Learning Objectives: Participants will be able to (1) Identify some health beliefs of Muslim women that relate to their cancer screening behaviors. (2) Identify barriers to breast, colorectal, and cervical cancer screening. (3) Identify the need for a religiously sensitive approach to cancer education in this population. References: Marcus, E.N. “Muslim women’s preferences in the medical setting: how might they contribute to disparities in health outcomes?” Journal of Women’s Health 2016. 25(6). doi: 10.1089/jwh.2016.5875. Vu, M., Azmat, A., Radejko, T., and Padela A. I.

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“Predictors of delayed healthcare seeking among American Muslim women. ” Journal of Women’s Health 2016. doi: 10.1089/jwh.2015.5517. Walton, L. M., Akram F., and Hossain F. “Health beliefs of Muslim women and implications for health care providers: exploratory study on the health beliefs of Muslim Women.” Online Journal of Health Ethics 2014. 10(2). http://dx.doi.org/10.18785/ojhe.1002.05 3A-3: The Use of Tailored Interventions in Delivering Breast Cancer Messages to Amish and Mennonite Women Melissa Thomas, Doretta Thomas, Barb Miller, Austin Cech Center for Appalachia Research in Cancer Education, Whipple, OH, USA Abstract: Background/purpose: Amish communities exist in at least half of the states in North America, and Ohio contains the world’s largest and fourth largest settlements. Disproportionately high breast cancer mortality rates found among Amish women, and barriers such as transportation, health insurance, and low health literacy created the need for an effective breast cancer education program. To address such unique barriers, the community-led nonprofit created Project Hoffnung to serve Amish and Mennonite women with culturally competent education, screening, patient navigation, and survivorship support. Methods: All participants were given a pretest survey 1 week before the breast cancer education program. Once at the screening, participants were categorized into two groups. New participants received the standard, full-length education. “Old” participants who participated in the past 2 years received a tailored education intervention on the specific incorrect questions. Results: A total of 446 Amish and Mennonite women participated in the breast cancer intervention from June–December 2015. The mean age was 52.9 years, and 193 completed the post-test (43.3%). The education programs did statistically increase breast cancer knowledge in both total and tailored interventions (p < .001). There was a positive relationship between the number of years participating in the program and overall total knowledge scores (p < .001). However, there was less of an impact in increasing knowledge of breast cancer risk factors such as age and overall risk. Discussion: Without the use of technology, key educators are used to interpret key breast cancer messages through visual aids and short statements. Lessons learned include the challenge of overcoming myths associated with cancer and screening methods, that risk factors are not a successful tool for education, low health numeracy exists, and short, to-the-point education sessions are most effective. Additional messaging is recommended throughout the year to share facts about key breast cancer messages. Learning Objectives: The participants shall be able to evaluate the impact on knowledge to women receiving a tailored culturally competent breast cancer education. The participants shall be able to identify at least two barriers for Amish and Mennonite women to follow recommended breast cancer guidelines. References: Williams, F., Jeanetta, S., & James, A. S. (2016). Geographical location and stage of breast cancer diagnosis: a systematic review of the literature. Journal of Health Care for the Poor and Underserved, 27(3), 1357–1383. http://doi.org/10.1353/hpu.2016. 0102. Yao, N., Alcalá, H. E., Anderson, R., & Balkrishnan, R. (2016). Cancer disparities in rural Appalachia: incidence, early detection, and survivorship. The Journal of Rural Health. http://doi.org/10.1111/jrh. 12213

3A-4: Addressing Breast Cancer Screening Disparities among Hispanic/Latina Women through a Community-based Approach to Breast Health Education Elba Saavedra, Monica Asencio, Belinda Vicuna Comadre a Comadre, Albuquerque, NM, USA Abstract: Among Hispanic/Latina in New Mexico, breast cancer is the most commonly diagnosed cancer (NM Tumor Registry, 2012). According to the American Cancer Society Cancer Facts and

Figures for Hispanic/Latinos 2015–2017, breast cancer is less likely to be diagnosed at local stage in Hispanic/Latina women compared to nonHispanic White women (Fig. 5, p. 7). Mammography prevalence among Hispanic/Latina women remains lower than among non-Hispanic whites despite a narrowing gap. In 2013, 64% of Hispanic women 45 years of age and older had a mammogram within the past 2 years compared to 69% of non-Hispanic whites (Table 9, p. 26). Lower frequency of and longer intervals between mammograms, as well as lack of timely followup after an abnormal mammogram, are thought to contribute to the higher percent. In New Mexico, lack of health insurance and information concerning recommended breast health screening practices, language, cultural perceptions, and healthcare system barriers, all pose serious challenges for Hispanic/Latina women. The Comadre a Comadre Program has 14 years of experience as a community-based organization who is well accepted and respected by both providers and community alike. The Comadre Program’s community-wide breast health education, the Breast Health Platica (BHP) Project, arose out of the need for culturally linguistically competent educational strategies in breast education for our community of Hispanic/Latina women. The proposed goal of this abstract is to share the results from pre, post and class format surveys from 448 participants in attendance of 54 community breast health classes held from October 2016–May 2017. Also, reported will be outcomes data of attendees who requested navigation services to medical appointments for screening. Results will also be presented on data collected reflecting myths/barriers collected from “spontaneous” discussions at the classes. Finally, project history and program implementation, as well as recruitment and training strategies of peer educators will also be presented. Learning Objectives: The participants shall be able to identify five cancer myths in existence with some Hispanic/Latin women in breast cancer. The participants shall be able to identify five barriers to Hispanic/Latina women obtaining screening for breast cancer. The participants shall identify two strengths of implementing cancer education in a culturally linguistically competent way. References: American Cancer Society. Cancer facts & figures for Hispanic/Latinos 2015–2017. Atlanta: American Cancer Society, 2015. New Mexico, Tumor Registry, 2012.

3A-5: BREAST/Amigas Program: BRinging Education, Advocacy and Support Together Luz Oyola MetroHealth Cancer Center, Cleveland, OH, USA Abstract: Background/purpose: MetroHealth Cancer Care Center located in Cleveland, OH, improves breast health of uninsured and underserved women in Cuyahoga County through its BREAST/Amigas program. Since 2005, we have screened over 6320 women and educated more than 42,200 people in the community. The purpose of the presentation is to share best practices of a long-standing culturally sensitive bilingual education program that includes clinical breast examinations mammograms and patient navigation services in convenient community locations. Description: The BREAST/Amigas program offers free mammograms and CBE’s performed by MetroHealth physicians in areas with high poverty, low access to healthcare, and minority majority communities of Cleveland, OH. These services are provided to communities at no cost. Over 100 volunteers made up of a multi-disciplinary team and community members are involved. Program staff set up mobile clinics in churches and other community settings to reach women who are rarely or never screened. Evaluation: Current data collection methods include an IRB-approved demographic form that is completed by all patients screened at the community breast screening events. In addition, all participants are surveyed and the program content is adjusted to continually improve on quality measures. Usefulness: The BREAST/Amigas Program continues to make progress towards the long-term goal of improving breast screening behaviors, by Cleveland’s underserved women. We have made progress by increasing the number of women participating

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in our screening program. Since the program’s inception in 2005, we have attracted over 6320 participants to our programs, including 505 in 2016. In our survey, women over the age of 40 were asked when they had last undergone a CBE/mammogram, 26% of these women indicated that it had been over 2 years since they had a CBE. Twenty-six percent had not had a mammogram in over 2 years. Learning Objectives: The participant will be able to learn and gain tools to replicate a successful breast health education program targeted towards underserved and Hispanic populations. Participants will gain a unique perspective of things to consider when building a breast health screening and education program for their target communities. References: American Cancer Society. Cancer prevention & early detection facts & figures, 2015–2016. American Cancer Society, 2015. Gøtzsche PC, Jørgensen KJ. Screening for breast cancer with mammography. Cochrane Database Syst Rev. 6:CD001877, 2013.

program standards: ensuring patient-centered care. American College of Surgeons. Retrieved 3/29/17 from https://www.facs.org/~/media/files/ quality%20programs/cancer/coc/2016%20coc%20standards%20manual_ interactive%20pdf.ashx. Salz, T, Oeffinger, KC, et al. (2012). Survivorship care plans in research and practice. A Cancer Journal for Clinicians, 62(2), 101–117. http://doi.org/10.3322/caac.20142. Institute of Medicine. (2001). Crossing the quality chasm: a new health system for the 21st century. Retrieved 3/29/17 from http://www.nationalacademies.org/hmd/~/media/ Files/Report%20Files/2001/Crossing-the-Quality-Chasm/Quality% 20Chasm%202001%20%20report%20brief.pdf. Stem Cell Therapeutic Outcomes Database. (n.d.). Retrieved 3/29/17 from https://www.cibmtr. org/About/WhatWeDo/SCTOD/pages/index.aspx

3B-2: Moving Forward: Emotional and Physical Recovery for Cancer Survivors Session 3B: Special Issues in Cancer Survivorship 3B-1: Patient-centered Survivorship Care Plans: Patient and Provider Perspectives Ellen Denzen, Jackie Foster, Lensa Idossa, Heather Moore, Elizabeth Murphy National Marrow Donor Program/Be The Match, Minneapolis, MN, USA Abstract: Background: Hematology/oncology patients face complex treatment options, including hematopoietic cell transplantation (HCT), and are at risk for long-term complications following treatment. (1) To increase awareness of late complications and recommended preventive care, the Commission on Cancer implemented a requirement that all oncology patients receive a survivorship care plan (SCP) by January 2019. (2) SCPs can also improve patient-provider and provider-provider communication about long-term care. (3) A review of the literature demonstrated a lack of patientcentered, individualized, easy-to-read SCP templates for HCT recipients. The research aim was to identify HCT patient and provider preferences for an SCP template. Methods: Telephone-based focus groups (N = 12) were conducted to improve the patient-centeredness of an SCP template. (4) The template incorporated the following: (1) data US hospitals submit to the Stem Cell Therapeutic Outcomes Database and (2) published guidelines for long-term follow-up care. Participants included HCT recipients/ caregivers (N = 22); hematology/oncology and primary care physicians/ NP/PA (N = 24); HCT physicians/NP/PA (N = 14); and HCT nurses/ social workers (N = 17). Transcripts were coded and analyzed for saturation of key themes (intercoder kappa >.90). Results: Patients and caregivers reported challenges in accessing specialty care due to providers’ unfamiliarity with HCT. They felt the template would help providers share HCT information, but that it should be more personalized with robust sections on psychosocial, sexual, and mental health and nutrition/diet. Providers found the template markedly better than what is currently available. Patients and health professionals felt it will facilitate appropriate post-HCT care. Discussion: Our study highlights the need for a robust, individualized SCP template to facilitate optimal survivorship care. This also reinforces the feasibility/value of engaging patients in developing survivorship care tools. SCPs can ease transitions to long-term follow-up care, and increase patient/provider understanding of risk factors, screening, and treatment for complications. This feedback was used to develop an individualized SCP that is being tested for effectiveness in a randomized trial. Learning Objectives: At the end of this presentation, participants shall be able to: (1) Describe the research methods used to develop a patient-centered survivorship care plan. (2) Characterize patient-centered elements of a survivorship care plan. (3) Discuss ways in which patient and caregiver education needs inform the survivorship care planning process. References: Majhail, NS, Rizzo, JD, et al. (2012). Recommended Screening and preventive practices for long-term survivors after hematopoietic cell transplantation. Hematology/Oncology and Stem Cell Therapy, 5(1), 1–30. https://doi.org/ 10.5144/1658-3876.2012.1. Commission on Cancer. (2016). Cancer

Elizabeth Bennett, Mary Bornstein The Gathering Place, Beachwood, OH, USA Abstract: Side effects of cancer and cancer treatment can have a deleterious impact on the psychosocial and physical well-being of cancer survivors. Some of the most common concerns among cancer survivors include: changes in body image, emotional well-being, social roles and relationships, fatigue, physical deconditioning, and challenges with weight management. Previous research supports the benefits of psychosocial support or exercise for managing treatment side effects, as well as the importance of nutrition in reducing the risk of cancer recurrence. Cancer survivors, however, face numerous barriers when trying to develop a healthier lifestyle. There is a paucity of research supporting the combination of psychosocial support, physical activity, and nutrition education on health quality of life and exercise adherence. Previous research has looked at each discipline separately (i.e., psychosocial support, exercise and nutrition). We believe a psychosocial component embedded in a group exercise and nutrition program for cancer survivors will significantly improve overall wellness. Moving Forward is an 8-week program that combines psychosocial support with exercise and nutrition education. Results of this program have demonstrated usefulness in improving participant’s quality of life and exercise adherence. In addition, this program offers an opportunity for cancer survivors to develop useful coping skills both emotionally and physically. Outcomes are based on measurements of functional strength, cardiovascular endurance, balance, health quality of life, and level of physical activity. Development and implementation of an integrative multidisciplinary survivorship program combining psychosocial support, exercise, and nutrition education will be presented. This model can be implemented in a medical and/or community based environment. Learning Objectives: Participants will have the tools to develop and implement an integrative multidisciplinary survivorship program combining psychosocial support, exercise, and nutrition education in a medical and/or community-based environment. Participants will be able to identify five specific outcome measures that can be used to assess changes in quality of life, fitness, and exercise adherence among cancer survivors involved in a Moving Forward program. References: Grassi, Luigi, and Maggie Watson. “Psychosocial care in cancer: an overview of psychosocial programmes and national cancer plans of countries within the International Federation of Psycho-Oncology Societies.” Psycho-Oncology 21.10 (2012): 1027–1033. Constine, L. S., Termer, N. K., Holub, D., Fung, C., Adams, M. J., Dhakal, S., … & Williams, A. (2017). An integrative approach to personalized cancer survivorship care at an academic medical center.

3B-3: Adapting a Psychoeducational Intervention for Young AfricanAmerican Breast Cancer Survivorship Timiya S. Nolan1, Nataliya Ivankova2, Tiffany Carson2, Susan Davies2, Comfort Enah2, Karen Meneses2

J Canc Educ 1 The Ohio State University, Columbus, OH, USA; 2University of Alabama at Birmingham, Birmingham, AL, USA

Abstract: Background/purpose: There are nearly 23,000 young (18– 44 years) African-American breast cancer survivors or YAABCS in the southern tri-state area of Alabama, Louisiana, and Mississippi. YAABCS report poorer quality of life when compared to young Caucasian survivors. National recommendations support targeting evidence-based survivorship care to improve care quality and patient-reported outcomes among cancer survivors; yet, there is paucity of literature that describes survivorship experiences and/or targeted survivorship intervention research among YAABCS. The purpose of this abstract is to describe the alignment of the lived experience of YAABCS with a Research-Tested Intervention Program (Breast Cancer Education Intervention—BCEi), which will inform the adaptation a psychoeducational intervention for YAABCS. Methods: A transcendental phenomenological study of 15 YAABCS from the southern tri-state area was guided by the conceptual framework of the BCEi (Quality of Life Model Applied to Breast Cancer) and a methodological framework for evidence-based intervention adaptation. Data collected included two semi-structured interviews, a sociodemographic survey, field/reflective notes, and volunteered personal effects. Data were analyzed with NVivo 11 Pro Software, then validated among participating YAABCS. Results/findings: Participants (mean age = 35 years) perceived survivorship as a labile “new normal” and ongoing “struggle” in which spirituality and survivorship knowledge were key. While participants reported that the BCEi would assist with survivorship, they said the BCEi did not fully align with their survivorship experiences. They suggested the following changes: (a) content related to finances and insurance, communicating survivorship concerns, dating and relationships, and self-management activities and resources; (b) available to survivors at any stage of survivorship; (c) multiple modes of delivery accompanied by a trained, caring support person; and (d) diverse images. Discussion: Findings provide formative data to adapt a targeted intervention for YAABCS. Age and culturally specific adaptation of evidence-based survivorship interventions may improve quality of life among YAABCS. Learning Objectives: The participant shall be able define quality of life among young African-American breast cancer survivors. The participant shall be able to identify at least three survivorship knowledge concerns among young African-American breast cancer survivors. References: Morrow PK, Broxson AC, Munsell MF, et al. Effect of age and race on quality of life in young breast cancer survivors. Clin Breast Cancer. 2014;14(2):e21-e31. Samuel CA, Pinheiro LC, ReederHayes KE, et al. To be young, Black, and living with breast cancer: a systematic review of health-related quality of life in young Black breast cancer survivors. Breast Cancer Res Treat. 2016;160(1):1–15.

3B-4: Influence of Survivorship Education (SE) on Tobacco Cessation (TC) after Treatment of Head and Neck Cancer (HNC) Bridgett Harr1, Joanna Bodmann1, Neil Woody2, Denise Ives1, Jodi Ferrini1, Jessica Armstrong1, Jean Hamker1, Nikhil Joshi1, Shlomo Koyfman1, Jessica Geiger1, David Adelstein1 1 Cleveland Clinic Foundation, Cleveland, OH, USA, 2Cleveland Clinic, Cleveland, OH, USA Abstract: Background/purpose: A key part of SE is health maintenance, including TC counseling. For HNC patients, continued use of tobacco during and after treatment is associated with an increased risk for both cancer recurrence and second malignancies. We explored the influence of formal SE on TC. Methods: From an IRB-approved database, we sought patients who smoked within 90 days of initiating definitive treatment for HNC between 2014 and 2016. TC counseling was provided at multiple time points for all patients and further reinforced if formal SE was given. Patient and treatment characteristics were detailed as was the completion of a formal SE. The primary outcome of interest was tobacco use 1 year

after treatment. Associations were analyzed using logistic regression. Results/findings: Fifty-five total patients were identified. Patients were mostly Caucasian males, had a median age of 63 (range 39–87), and a median tobacco use history of 37 (range 5–174) pack years. Most had a laryngeal (23, 41.8%) or oropharyngeal (16, 29.2%) primary site. Of these 55 patients, 20 (36.3%) reported quitting 3–67 days prior to treatment initiation and 7 (12.7%) reported quitting during or within 6 months of completing treatment. Tobacco use 1 year post-treatment was recorded in 28 patients (51%). None who quit prior to treatment resumed smoking; only six who continued smoking successfully quit (17.6%). Of the 55 patients, 24 (43.6%) received formal SE, 20 did not, and 11 were excluded because of disease progression. Of the 24 patients provided SE, 9 reported continued tobacco usage compared to 14 of the 20 patients who did not receive SE (37.5 vs. 70%, p = 0.035). Smoking cessation was not influenced by HPV status. Discussion: Reinforcement of TC during SE was associated with a significant reduction in tobacco use at 1 year after definitive treatment of HNC. Learning Objectives: Explore the benefits of survivorship education on tobacco cessation after treatment of HNC. References: Ramaswamy, A. T., Toll, B. A., Chagpar, A. B., & Judson, B. L. (2016). Smoking, cessation, and cessation counseling in patients with cancer: a population-based analysis. Cancer, 122(8), 1247–1253. doi: 10.1002/cncr.29851. Roman, B. R., Goldenberg, D., Givi, B., & Education Committee of American Head and Neck Society. (2016). AHNS-series: do you know your guidelines? Guideline recommends follow-up and surveillance of head and neck cancer survivors. Head Neck, 38(2), 168–174. doi: 10.1002/hed.24100.

3B-5: Survivorship—Post-treatment Women Economic Empowerment in Rural Kenya Benda N Kithaka, Elizabeth Mbuthia Women 4 Cancer Early Detection and Treatment, Nairobi, Kenya Abstract: Background: In contrast to the developed world, over 70% of cervical cancer patients in Kenya present late, with poor prognosis and treatment outcomes. However, through active community education, improved awareness of cancer signs and symptoms of common cancers, we are seeing more of early diagnosis and successful treatment of these cancers. This has resulted in increased demands on survivors, with diverse effects on the quality of life. Having sold family valuables to access treatment, women survivors are often left with life-changing post-treatment challenges such as poverty, loss of job, sometimes divorce by spouses who can not cope, and decreased family incomes. These challenges are further compounded by physiological changes/psychological side effects of some of the therapies and post treatment needs for continued nutrition and self-care. Description: The Women 4 Cancer SELF RAISED Model of post treatment women economic empowerment aims at driving partnerships to empower women cancer survivors, by supporting them with seed capital and entrepreneurial skills to establish income generating projects which lead to financial independence. The model is based on international pillars of empowerment; access and control over resources, decision-making, work planning, social interactions, and monitoring and evaluation, leading to personal ownership and responsibility. Evaluation: In the pilot stage, we have enabled 15 women to find life purpose, actively contribute to the economy through income generation, and become a powerful voice for community education. Usefulness: The survivors have disposable income, which they use for personal upkeep, family support, transport, and communication in our robust patient navigation programme. They are also able to participate in delivering empowering community messages and activities during outreaches, resulting in our improved ability to dispel the myth that a cancer diagnosis is equal to a death sentence. This is bringing about social change and visible differences in the uptake of cancer screening at the community level. Learning Objectives: The participant shall be able to describe the process of post-treatment economic empowerment and

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identify potential areas of collaboration in patient education. The participant shall be able to assess the model for improvements and adoption in their interventions, with modifications to suit their program capacity. The participant shall be able to design a community-based post-treatment empowerment program based on the SELF RAISED model. The participant shall be able to identify potential in country-specific innovations that combine community engagement, collaborations, and multi-disciplinary approach to cancer education using survivors as key message bearers. References: [1] Kabura Wamburu et al. The Pan African Medical Journal. 2016; 25 (Supp 2):15. doi: 10.11604/pamj.supp.2016.25.2. 10684. [2] https://kenyacancernetwork.wordpress.com/kenya-cancerfacts/. [2] Cella D, Tulsky DS: quality of life in cancer: definition, purpose, and method of measurement. Cancer Invest 11:327–336, 1993

Session 3C: Evaluation of Patient Education Programs 3C-1: The Slippery Slope of Evaluating Cancer Patient Education Interventions Janine Kokal Mayo Clinic Cancer Center, Rochester, MN, USA Abstract: Background/purpose: Continuous new information within the field of oncology creates a challenge for cancer educators in the development, implementation, and evaluation of effective patient education offerings. Measuring success is an ambiguous and challenging task in the context of evaluating patient education outcomes. Evaluating effective education interventions that will lead to changes in learning, attitude, skill, or behavior and improved patient outcomes is an important goal to strive for. Description: This poster will review best practices noted in the literature for measuring and evaluating effective patient education interventions and discuss the following: Challenges to meeting the educational needs of our patients: Measures of success in regards to patient education outcomes; Utilizing the needs assessment in the planning, implementation and evaluation process; Strategies for offering effective cancer patient education interventions; Evaluation: Review measures of success and intended outcomes; Discuss unintended outcomes and lessons learned; Share ideas for future educational planning. Usefulness: Our everchanging healthcare environment and increased demand on resources requires careful planning as an integral part of any educational program. This process provides a systematic framework to effectively plan, develop, execute, and evaluate educational interventions based on the goal of improving patient outcomes. Learning Objectives: Identify key characteristics for measuring and evaluating effective cancer patient education interventions. References: Johnson, L., Ousley, A., Swarz, J., Bingham, R., Erickson, J., Ellis, S., Moody, T. (2011). The art and science of cancer education and evaluation: towards facilitating improved patient outcomes. Journal of Cancer Education, 26: 27–35. Peyrot, M. (1996). Evaluation of patient education programs: how to do it and how to use it. Diabetes Spectrum, 9(2): 86–93. Spath, P. (2006). AHC Media. Measuring the value of patient education. https://www.ahcmedia.com/articles/124251measuring-the-value-of-patient-education Accessed April 10, 2017.

3C-2: Measurement and Evaluation: Challenges to Effectively Assess Impact and Outcome of Patient Education Programing Tamara Harth1, Colleen Fox2, Karen Karagheusian2, Sarah McBain2, Lesley Moody2 1 Sunnybrook Odette Cancer Centre, Toronto, ON, Canada; 2Cancer Care Ontario, Toronto, ON, Canada Abstract: Background: The Patient Education Program at Cancer Care Ontario (CCO) has a multi-level measurement and evaluation strategy to assess system performance, program level impact, and patient experience;

however, a lack of patient education measurement standards has resulted in measurement and program evaluation challenges. CCO seeks to advance and strengthen the field of measurement through a collaborative approach with the cancer patient education community. Description of measurement tactics/evaluation: At the system level, the provincial state of patient education is measured by a bi-annual, longitudinal assessment that has been conducted since 2007. Seventy assessments have been completed on a 24-item survey instrument about patient education program resources, structures, and staffing across the province. Challenges include the following: inconsistent definitions, bias, staff capacity, and use of nonvalidated questions. At the program level, an evaluation survey was completed by 14 regional leads on the uptake and clinical integration of CCO’s Patient Symptom Management Guides in their cancer centers. In addition, a paper/online survey (N = 317) was conducted to evaluate patients’ satisfaction with the guides. Challenges include the following: varying levels of capacity at centers to complete comprehensive surveys, lack of internal capacity to design useful surveys, patient survey completion fatigue. Patient-level measures include the implementation of a patient and caregiver feedback survey (N > 3000 surveys) entitled Your Learning Matters (2014/15 and 2015/16) aimed at determining whether patient education services and materials have positively impacted patient understanding and managing of their cancer. Challenges include paper survey administration and transcription, respondent selection bias, and patient survey completion fatigue. Usefulness: Challenges persist in the design of a provincial strategy for measurement in patient education. Future work at CCO will involve streamlining the measurement approach, building internal capacity around evaluation and measurement, and improving partnerships within the broader cancer community to create a culture of measurement in cancer patient education. Learning Objectives: The participant shall be able to (1) Identify the three areas of patient education measurement and evaluation undertaken by CCO. (2) Identify three challenges to implementing measurement and evaluation tools/methods. References: Cancer Care Ontario. Improving Ontario’s health system through patient and family engagement. Toronto: Cancer Care Ontario; 2014. Available from: https://www.cancercare.on.ca/common/pages/ UserFile.aspx?fileId=322678. Cancer Quality Council of Ontario. Environmental scan: patient and family experience? [Internet]. Toronto: Cancer Care Ontario; 2013 June [cited 2014 Mar 18]. Available from: http://www.cqco.ca/common/pages/UserFile.aspx?fileId=287150.

3C-3: Addressing Cancer-Related Knowledge and Communication Skills: Eight Years of Outcome Data from Psychoeducational Cancer Workshop Attendees Claire Saxton1, Marni Amsellem1, Heather Hollen1, Alexandra Zaleta2 1 Cancer Support Community, Washington, DC, USA; 2Cancer Support Community, Philadelphia, PA, USA. Abstract: Background: The Cancer Support Community (CSC) has developed and implemented its Frankly Speaking About Cancer (FSAC) workshops to garner an in-depth look at concerns faced by cancer patients and their loved ones. The workshops address a variety of tumor types and commonly-faced issues, with content being updated regularly. Twelve evidence-based FSAC workshop topics have been delivered at CSC affiliates nationwide and in community health or medical settings. Workshops provide outreach to urban and rural communities alike, with discussions tailored to community needs. CSC sought to understand how participating in a psychoeducational workshop met needs of program attendees. Methods: Thirteen thousand five hundred ninety-four adults attending one of CSC’s FSAC psychoeducational workshops nationwide from 2009 to 2016 completed a questionnaire post-workshop (75% response rate). Attendees reported workshop-specific outcomes, including knowledge and workshop satisfaction, in addition to background characteristics. Respondents were individuals diagnosed with cancer (59.6%), caregivers of cancer patients (24.8%), healthcare professionals (10.8%), or other

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attendees (4.6%). Results: Attendees were Caucasian (79.0%), female (77.0%), and averaged 57.9 years old (s.d. = 13.6). Overall, the workshop was well-received, with 95.4% recommending the workshop to others facing similar cancer-related concerns. This was the first cancer-focused psychoeducational workshop for 51.9% of attendees. More caregivers (61.8%) were first-time attendees compared with patients/survivors (46.7%) or health professionals (51.5%) (χ2 = 165.2, p = <.01). Attendees reported a significant increase in content-specific knowledge post-workshop vs. pre-workshop (F = 543.1, p = <.01; m = 4.3 s.d. = .08, vs. m = 2.9, s.d. = 1.2). Similarly, after participating in the workshop, attendees reported increased knowledge about treatment options (88.3%) and more comfort in speaking about treatment side effects and treatment options (87.8%) with their healthcare team. Discussion: Results suggest that providing topic-specific, yet comprehensive, information can effectively meet educational goals and psychosocial needs of those affected by cancer and offer insights into how to best meet needs of diverse populations. Learning Objectives: Objectives: The participant will be able to describe at least two benefits to participating in a psychoeducational workshop for those affected by cancer. The participant will become familiar with the variety of needs met by FSAC psychoeducational workshops. The participant will learn how to bring the CSC FSAC program to their local community. References: References: D’Agostino, T. A., Bylund, C. L., & Chewning, B. (2017). Training patients to reach their communication goals: a concordance perspective. Oxford textbook of communication in oncology and palliative care, 45. Holt, C.L., Le, D., Saunders, D.R. et al. (2015). Informed decision-making and satisfaction with a church-based men’s health workshop series for African-American men: men-only vs. mixed-gender format. J Canc Educ. 30: 530–4. doi:10. 1007/s13187-014-0731-x. Kegler, Michelle C. et al. (2015). Use of minigrant to disseminate evidence-based interventions for cancer prevention and control. Journal of Public Health Management & Practice: Volume 21 - Issue 5 – pp. 487–495 doi: 10.1097/PHH.0000000000000228

3C-4: Implementing and Assessing the Impact of Multimedia Patient Education for Whipple Surgery Geri Baumblatt1, Kathryn Hepper2, Emily Azari1 Emmi, Chicago, IL, USA; 2UH Hospitals, Cleveland, OH, USA

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Abstract: Background: Cancer patients are often overwhelmed when learning about complicated procedures like Whipple surgery. They struggle to convey the information to their family members and cannot remember much of what they are told. A multimedia program about Whipple was developed in collaboration with clinicians and patients. The program can be viewed at home and shared with family and friends to improve understanding, ensure consistent communication, and help address emotions. Description: University Hospitals Seidman Cancer Center utilizes this multimedia program to educate patients about Whipple. The Webbased program is prescribed to patients after the initial consult visit when surgery is advised. After viewing the program, patients can take a brief survey. Since roll out February 2016, 23 patients who viewed the program have taken the survey. Evaluation: Survey results: 94% say the program answered questions they would have called their physician about: 92% said it covered unknown risks; 100% said it provided new info; 87% said it increased confidence to ask questions; 100% said it improved opinion of the hospital; 88% said it prepared them to have better conversations with family and friends; 91% said will help them prepare for the procedure; 95% will help prep for the recovery; 91% help them prepare for next hospital/physician visit. Patient comment: “It answers many questions. I find the prospect of this surgery so scary. I live alone and will not have a significant other person on which to rely for physical and emotional assistance. I think this presentation gives me a little better understanding and how to cope.” Usefulness: The Whipple program is part of a patient education library utilized at a number of hospitals. Best practices for introducing the program and encouraging patient and caregiver viewing

will be provided. Learning Objectives: Understand how the multimedia program was implemented. Described the results of a patient survey after patients viewed the multimedia program. References: Meppelink CS, van Weert JC, Haven CJ, Smit EG. The effectiveness of health animations in audiences with different health literacy levels: an experimental Study. J Med Internet Res 2015;17(1):e11. DOI: 10.2196/jmir.3979. Pusic MV, Ching K, Yin HS, Kessler D. Seven practical principles for improving patient education: evidence-based ideas from cognition science. Pediatrics & Child Health. 2014;19(3):119–122.

Session 3D: Education in Cancer Research Issues 3D-1: Adapting a Clinical Trial Training for Community Ambassadors Evelyn Gonzalez, Armenta Washington, Nestor Esnaola Fox Chase Cancer Center, Philadelphia, PA, USA Abstract: Clinical trials are responsible for the methods used today to prevent, screen, diagnose, and treat cancer. While these research findings have benefitted many, not all groups have benefitted. This can be attributed to a lack of awareness of or access to clinical trials, fear, and/or mistrust. Our project is focused on the adaptation of a clinical trial curricula originally developed for health professions. The adapted curricula was used to support the development of a cohort of lay community ambassadors (CA). The primary objective of the CA is to engage primarily African-American communities in conversation(s) regarding the importance of research participation in clinical trials and biospecimen collection. The curricula includes an overview of the clinical trials process including informed consent, patient protection, rights, risks, benefits, and barriers to participation. Didactic and interactive exercises, such as discussions, games and role-play were used to reinforce content. The curricula was modified using adaptation guidelines, findings from past research, and input from the community ambassadors. We will present the core components of the curricula, feature specific activities that were impactful, and share challenges and solutions experiences during the trainings. Learning Objectives: Following our session, participants will be able to: Incorporate specific strategies to raise community awareness about the importance of research participation. Locate evidence-based resources to present clinical trials information to African-American audiences. References: Michaels MS. ENACCT and Community-Campus Partnerships for Health, Communities as partners in cancer clinical trials: changing research, practice and policy. 2008: Silver Spring, MD. Shavers VL, Lynch CF, Burmeister LF. Factors that influence African-Americans’ willingness to participate in medical research studies. Cancer. 2001 Jan 1; 91(1 Suppl): 233–6.

3D-2: A Structured Approach at a Cancer Center Level to Affect Minority Participation in Cancer Research Studies Katarzyna Karelus1, Paula Schultz2, Jan Hanson1, Valerie Vinson2, Kathy Smolenski3, Smitha Krishnamurthi4 1 Case Comprehensive Cancer Center, Cleveland, OH, USA; 2University Hospitals Seidman Cancer Center, Cleveland, OH, USA; 3Cleveland Clinic Taussig Cancer Center, Cleveland, OH, USA; 4University Hospitals Cleveland Medical Center & Case Western Reserve University, Cleveland, OH, USA Abstract: Background/purpose: Case Comprehensive Cancer Center’s (Case CCC) overall goal is to provide equal access to research studies for all patients in the Case CCC catchment area. To minimize the gap between minority and non-minority patient participation in clinical trials, Case CCC has undertaken a variety of activities including creating a Minority Accrual Committee (MAC). The MAC was established in

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June 2012 out of recommendations given by the Minority Accrual Task Force, a group which was brought together to develop areas of focus for the Case CCC. These areas included patients, physicians, institutions, training and education, community relationships, and other. Description: MAC mission is to increase awareness and improve institutions’ ability to engage minority populations in understanding and decision-making regarding participation in research studies. MAC meets once a month and its membership consists of representatives from Case CCC consortium and non-consortium institutions, and community members. MAC has led the following activities: minority recruitment and cancer research retreat; cultural competency training at continuing education session for research staff; cultural competency retreat and series; certificate of appreciation and thank-you letter for clinical trial participants; brochure for AfricanAmerican patients explaining the cancer clinical trials; AND culturallyappropriate study information sheets for patients. Evaluation: Activities of MAC are measured by available metrics and by direct communications and feedback from research staff. Metrics include number of (1) attendees at retreats and conferences, (2) the number of hits on the MAC website, (3) certificates and thank-you presented to patients, (4) distributed clinical trials brochures, and (5) the number of quizzes taken on the cultural competency postings. Usefulness: The need for MAC activities continues across consortium institutions as indicated by metrics, interest in Committee membership and the Cultural Competency Series, and in leadership support. MAC maintains its current operations and is exploring new initiatives. Learning Objectives: The participant shall be able to: (1) Understand a concept of a committee established to assists a cancer center to increase participation of minority populations in research studies; (2) Apply components needed to form the MAC or a similar committee at their institutions; and (3) Analyze activities undertaken by such a committee to fulfill its role and mission. References: Lauren M. Hamel, Louis A. Penner, Terrance L. Albrecht, Elisabeth Heath, MD, Clement K. Gwede, Susan Eggly. Barriers to clinical trial enrollment in racial and ethnic minority patients with cancer. Cancer Control 2016; 23, No. 4: 327–337. Raegan W. Durant, Jennifer A. Wenzel, Isabel C. Scarinci, Debora A. Paterniti, Mona N. Fouad, Thelma C. Hurd and Michelle Y. Martin. Perspectives on barriers and facilitators to minority recruitment for clinical trials among cancer center leaders, investigators, research staff, and referring clinicians: enhancing minority participation in clinical trials (EMPaCT). Cancer 2014; 120, Issue Supplement S7: 1097–1105.

Session 4A: Health Literacy and Cultural Competency: Topics for Patient and Provider Education 4A-1: Improving Health Literacy with Early Adoption of Teach-Back by Nurses at a Comprehensive Cancer Center Dhruti Ramchandani, Carolina Uranga, Laura Brown City of Hope National Medical Center, Duarte, CA, USA Abstract: Purpose: Cancer information is complex and difficult to retain. Patients are expected to understand and apply education for their safety and health management. Therefore, it is imperative that comprehension of critical education is validated, and teach-back is a proven and effective method to do so. This project improves health literacy by training primary educators, beginning with nurses, to use the teach-back method in daily practice. The ultimate goal is the standardized use of the teach-back method by all educators to improve the quality of education for patients and families, and to improve patient outcomes. Description: The project was led by a health educator, nurse professional practice leader, and clinical librarian, with contribution from leaders and professionals throughout the hospital. Teach-back training was incorporated into existing professional training programs. An online training module was added for nurses to access on their own. This training may be made mandatory. Hospital policy was modified to include the use of teach back in patient teaching practice and approval is pending. Evaluation: A total of 404 pre- and post-training surveys showed (on a scale

of 1 to 10) the following: (1) A mean of 9.54 that nursing staff believe that teach-back is an important method for effective teaching. (2) A mean of 8.38 regarding confidence in their ability to implement it during patient interactions. After the training, teach-back documentation in the inpatient electronic medical record shows dramatic improvement from 24.2% in 2015 to 75.7% in 2016. Data analysis is being conducted to measure the impact on patient satisfaction scores. Usefulness: The “Always Use Teach-back” toolkit is available to any health professional or institution at no cost. The methods of delivery used at City of Hope can be replicated, either in their entirety or be customized to be made most meaningful to organizations of different sizes and goals. Learning Objectives: The participant shall be able to describe the primary components of the teach-back method. The participant shall be able to identify at least two benefits of integrating the teach-back method into patient education practices. The participant shall be able to document at least two ways to incorporate teach-back at their institution. References: Press, et al., 2012, J Gen Intern Med Use of TB associated with lower MDI misuse among hospitalized adults w/asthma or COPD. (NS reduction for Diskus®) and fewer 30-day acute health events. Kaphingst, 2013, HARC use of TB improved understanding of post-ED meds, self-care, and follow-up compared to standard discharge among adult patients w/ low HL discharged from ED.

4A-2: Helping the Deaf Community Cope with Cancer Georgia Robins Sadler1, Amy Ustjanauskas1, Marcelo Nieto1, Matthew Fager1, Patricia Branz1, Tonya Pan2, Sharon Baik2, Vanessa Malcarne3 1 UCSD Moores Cancer Center, San Diego, CA, USA; 2SDSU/UC San Diego Joint Doctoral Program in Clinical Psychology, San Diego, CA, USA; 3San Diego State University, San Diego, CA, USA Abstract: Background: Members of the deaf community experience barriers to accessing cancer control information and cancer care comparable to those experienced by other minority communities. However, only limited attention has been given to reducing the deaf community’s barriers, which fosters the evolution of their health disparities and underrepresentation in research studies. To address these inequalities, the current study evaluates an extensive collection of short cancer-education videos delivered in American Sign Language (ASL) and designed to improve cancer-related knowledge among the deaf community. Methods: Three randomized controlled trials were conducted to evaluate whether this collection of cancer-education videos could increase cancer-related knowledge among study participants. All participants were proficient in ASL and self-identified as culturally deaf, deaf, hearing impaired, or hard of hearing. Participants were randomly assigned to watch either cancer-education videos or a control video. Knowledge questionnaires were completed before and after video viewing. Statistical analyses were conducted evaluating whether cancer-education videos significantly improved cancer-related knowledge among participants from baseline to postintervention as compared to the control group. Results: Participants (N = 323) were predominantly Caucasian (72%) with a high school education or higher (95%), ranging in age from 18 to 83 years (M = 40). Most participants identified as culturally deaf (59%) or deaf (31%). Preliminary analyses indicated improvement in knowledge from baseline to post-intervention among participants viewing the cancer education videos as compared to the control group. Discussion: This positive outcome was accomplished with a single viewing of these ASL videos. Greater gains are likely with promotion of the video on YouTube, making repeated, on-demand viewings possible. Learning Objectives: The participant shall be able to understand the importance of having community-campus partners actively listen to each other and respond accordingly. Participants shall be able to replicate this methodology for testing their own innovative educational programs. Participants shall be able to learn how to work with their own local deaf community organizations and members to deliver this evidence-based cancer education program. References: Barnett SL, Matthews KA, Sutter EJ, DeWindt LA, Pransky JA, O’Hearn AM, David TM, Pollard RQ, Samar VJ, Pearson TA. Collaboration with deaf communities to conduct accessible health

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surveillance. Am J Prev Med. 2017 Mar; 52(3S3):S250-S254. doi: 10.1016/ j.amepre.2016.10.011. Olson AM, Swabey L. Communication access for deaf people in healthcare settings: understanding the work of American sign language interpreters. J Healthc Qual. 2016 Jun 17. [Epub ahead of print] PMID: 27,322,930.

4A-3: Canadian Radiation Oncology Residents Needs Related to Geriatric Oncology and Treatment of Older Adults with Cancer— National Survey Ewa Szumacher1, Rachel Leifer2, Bonnie Bristow2, Martine Puts3, Shabbir Alibhai4, Xingshan Cao5, Barbara-Ann Millar6, Meredith Giuliani6, Tina Hsu7, Maureen Trudeau6, Ines Menjak1, Rajin Mehta1, Mirelle Norris1, Barbara Liu1 1 Sunnybrook Health Sciences Centre, Toronto, ON, Canada; 2 Sunnybrook Odette Cancer Centre, Toronto, ON, Canada; 3University of Toronto, Toronto, ON, Canada; 4University Health Network, Toronto, ON, Canada; 5Institute of Clinical Evaluative Sciences, Toronto, ON, Canada; 6Department of Radiation Medicine, University of Toronto, Toronto, ON, Canada; 7Department of Medical Oncology, University of Ottawa, Ottawa, ON, Canada Abstract: Purpose: In Canada, 42% of cancer incidence and 59% of cancer mortality occur over in adults age 70+. Due to biological, functional, psychological, and social determinants, older adults with cancer require an interdisciplinary approach. There is no formal curriculum addressing geriatric oncology within Canadian radiation oncology (RO) residency programs. The objective of this study was to determine educational needs of Canadian RO residents in geriatric oncology. Methods: A 26-item crosssectional survey was designed consisting of Likert scale, multiple choice, open ended and demographic questions. Questions were pretested and distributed electronically by program directors to Canadian RO residents over 6 weeks. Descriptive statistics were used to analyze the responses. Openended questions were analyzed for common themes. Results: A total of 135 Canadian RO residents were eligible to participate, of which 63 responded (47%). Half the participants (49%) lacked confidence managing elderly patients with multiple comorbidities, polypharmacy, functional and cognitive impairment, and challenging social circumstances, and 73% agreed that additional training would be helpful. Some respondents (44%) lacked confidence regarding psychogeriatric referrals, fall prevention education, facilitating palliative and hospice care, and community resources that might prevent re-hospitalization, and 63% agreed that additional training would be very helpful. The majority (83%) do not review current geriatric medicine literature relevant to older cancer patients undergoing RT. Most respondents (76%) believed that discussion groups, continuing education, geriatric oncology electives, and journal clubs would provide learning opportunities. Furthermore, 71% stated it is important to integrate geriatric assessment into RO training curricula to improve care while 79% of respondents indicated that geriatric oncology principles have not been adequately integrated in their radiation oncology curriculum. Conclusion: Geriatric oncology represents an area requiring attention in radiation oncology curriculum. There are significant gaps specific to geriatric assessment and management of older cancer patients in radiation oncology. Learning Objectives: The objective of this study was to determine educational needs of Canadian RO residents in geriatric oncology. References: Management of cancer in older age person: an approach to complex medical decisions Vallet-regi M, Oncologist 2017 Feb20. Assessment of Elderly is a relatively Young Issue Dal Moro F Eur Urol 2017 Feb15.

4A-4: Cancer Screening in Gender Minority Populations Chasity Walters, Kelly Haviland Memorial Sloan Kettering Cancer Center, New York, NY, USA

Abstract: Background: The invisibility of gender minorities (e.g., transgender, gender queer, intersex) in large-scale population surveys leaves a paucity of research to guide healthcare providers in answering the call for cancer prevention education in these populations. Furthermore, the lack of training in the care of gender minorities leaves providers unaware of the data that are available, and unattuned to unique factors such as risks related to residual tissue after gender-affirming surgery and factors that discourage screening practices, such as the emotional and physical distress associated with the discordance between their gender and natal genitalia. Methods: A review of the literature was conducted to inform the revision of an NCI-designated cancer center’s extant cancer screening guidelines to be inclusive of gender minority populations. Findings: In the absence of sufficient evidence determining cancer risks in gender minority populations, it appears that screening guidelines developed for the general population are appropriate. In order to guide gender minorities in these recommendations, however, obtaining complete medical histories is critical to determine which organs they have at present. This has significant implications for cervical cancer screening in transmen and, to a lesser extent, breast cancer in transwomen. Discussion: Screening guidelines disseminated by major cancer organizations fail to address gender minority populations. Lack of inclusion in these campaigns, insurance coverage issues, negative experiences with the healthcare system, and lack of knowledge on the part of healthcare providers compound each other to decrease the likelihood of gender minorities receiving clinically indicated cancer screenings. Therefore, it is imperative that cancer educators take the lead in disseminating information about cancer screening for gender minority populations. Learning Objectives: The participant shall be able to identify two factors that impact gender minority participation in cancer screenings. The participant shall be able to describe one way in which healthcare providers can promote cancer screening in gender minority populations. References: Griggs, J., Maingi, S., Blinder, B., Denduluri, N., Khorana, A.A., Norton, L. et al. (2017). American Society of Clinical Oncology position statement: strategies for reducing cancer health disparities among sexual and gender minority populations. Journal of Clinical Oncology, 35, 1–7. Lombardi, E. and Banik, S. (2015). Cancer care needs of transgender, transsexual, and other gender nonconforming populations. In Cancer and the LGBT Community, pp. 245–260.

4A-5: Engaging Healthcare Providers in Cultural Awareness through a Cultural Competency Series Jan Hanson1, Valerie Vinson2, Paula Schultz2, Katrice Cain3, Katarzyna Karelus1, Smitha Krishnamurthi4. 1 Case Comprehensive Cancer Center, Cleveland, OH, USA; 2University Hospitals Seidman Cancer Center, Cleveland, OH, USA; 3MetroHealth Medical Center, Cleveland, OH, USA; 4University Hospitals Cleveland Medical Center & Case Western Reserve University, Cleveland, OH, USA Abstract: Background/purpose: The Case Comprehensive Cancer Center (Case CCC) established a Minority Accrual Committee (MAC) in order to assess and reduce barriers to clinical trial enrollment for patients of minority race or ethnicity. In 2011, the MAC organized a retreat for investigators and research staff focused on minority patient accrual to cancer clinical trials. At this retreat, attendees expressed a need for cultural competency education. In response, MAC developed a retreat focused on Cultural Competency and subsequently launched its Cultural Competency Series in December of 2014. The main objective for the series is to provide Case CCC research community with information and tools to develop different skill sets, engage in a meaningful dialog about the importance of cultural competency in the context of health care and research, and to facilitate concepts of selfreflection and self-critique. Description: The series is a standard feature in the newsletter and on the Clinical Research Portal website. Features in the newsletter are brief and refer readers to the website which provides links to monthly postings and the resource library. The series includes information, resources, and videos developed either by MAC members based on literature review or reposted from other institutions and/or agencies such as

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Office of Minority Health. To increase viewing of the CCS select modules were posted on the Case Western Reserve University (CWRU) Continuing Research Education Credits (CREC) Program website. Evaluation: The evaluation of the series is measured by the number of hits on the cultural competency website and the number of quizzes taken on the postings on the CWRU CREC website. Usefulness: through the Series, MAC hopes to continue raising awareness and acceptance of the dynamic variety of people and communities the case CCC serves, and providing clinical research investigators and staff with unique learning experiences and skills to conduct culturally competent research. Learning Objectives: The participant shall be able to (1) Understand a relatively low effort and low cost mechanism of providing investigators and research staff with current information and resources in the area of cultural competency and diversity. Presented mechanism is self-managed and selected modules posted on the Case Western Reserve University Continuing Research Education Credit Program (CREC) website provide continuing research credits; (2) Analyze the steps needed to develop an educational Cultural Competency Series; and (3) Create ways of disseminating the series to the research community including making the series available for continuing research education credits. References: Linda Govere, Ephraim M. Govere. How effective is cultural competence training of healthcare providers on improving patient satisfaction of minority groups? A systematic review of literature. Worldviews Evid Based Nurs. 2016; 13(6):402–410. Jessica S. Wells, Stephanie Pugh, Karan Boparai, Jessica Rearden, Katherine A. Yeager, Deborah W. BrunCultural Competency training to increase minority enrollment into radiation therapy clinical trials—an NRG Oncology RTOG Study. J Cancer Educ. 2016. doi:10.1007/s13187-016-1051-0.

Session 4B: Cancer Prevention and Screening Around the World 4B-1: Global Education in Cancer Prevention and Control: Developing a Tailored and Adaptable Curriculum Carrie Cameron University of Texas MD Anderson Cancer Center, Houston, TX, USA Abstract: Background/purpose: In recent decades, the field of cancer prevention and control (CP&C) has grown dramatically in the USA and is characterized by the broad inclusion of a variety of disciplines, approaches, and activities. Outside the USA, CP&C may be understood and approached in more specific ways, although the demand for expanding research and control programming is increasing. Our group, including researchers at the Instituto Nacional del Cáncer in Mexico and The University of Texas M D Anderson Cancer Center, has been commissioned to co-develop a multilevel CP&C curriculum suitable for decision-makers and stakeholders, researchers, clinicians, public health workers, and students, tailored for the Mexican environment and featuring the CP&C issues of top priority for Mexico. The considerable differences in research, clinical and public health infrastructure; organization of disciplinary and training pathways; national priorities in cancer prevention and control; and cultural preferences in training and education necessitate a planning process built on careful needs assessment and bi-national consensus and team-building. Description: In this talk, we will describe our efforts to jointly develop a CP&C curriculum, including organizational, cultural, logistical, and resource considerations. We will outline the processes of needs assessment, development of a binational working group of curriculum developers and subject matter experts, discernment of content priorities and delivery approaches, and design of evaluation strategies. Evaluation: Successes, challenges, and lessons learned will be shared. Plans to create a more generalized curriculum development process applicable to additional settings will be discussed. Usefulness: Participants will gain an appreciation of the process of transferring and adapting a CP&C curriculum from the US environment to that of another country and the teamwork and cultural adaptation needed to realize a final product that fully meets the needs of the host country. Learning Objectives: Participants will be able to identify a variety of

challenges involved in translating a CP&C curriculum designed for one setting to that of another. Participants will discuss various approaches for generalizing the curriculum development process. References: Williams MJ, Otero IV, Harford JB. 2013. Evaluation of the NCI summer curriculum on cancer prevention’s impact on participants from low- and middleincome countries. J Canc Edu 28(1): 27–32. Fabian CJ, Meyskens FL, BajorinDF, George TJ, Jeter, JM, Khan S, Tyne CA, William WN. 2015. Barriers to a career focus in cancer prevention: a report and initial recommendations from the American Society of Clinical Oncology Cancer Prevention Workforce Pipeline Work Group. J Clin Onc, http://jco. ascopubs.org/cgi/doi/10.1200/JCO.2015.63.5979.

4B-2: Awareness and Attitudes of Cypriots on Sun Protection and Melanoma Evi Farazi1, Demetra Kyprianou2, Iris Charalambidou2 University of Nebraska Medical Center, Omaha, NE, USA; 2University of Nicosia, Nicosia, Cyprus 1

Abstract: Melanoma is the deadliest form of skin cancer and its incidence has been increasing in many Western countries including Cyprus. It is a preventable type of cancer with protection against sun exposure and frequent examination of the skin for the appearance of abnormal-looking moles. Ensuring that susceptible populations, especially those with genetic predisposition, are aware of these preventive measures is extremely important for melanoma prevention. Along these lines, the aim of this study was to examine the knowledge and attitudes of Cypriots regarding sun exposure, sun protection measures and melanoma. This was a cross-sectional study that was carried out between December 2015 and May 2016. A survey was delivered to 600 Cypriots (18 years and older), men and women, from all districts of Cyprus. Participants were asked to complete a 47-item questionnaire anonymously. The results showed that screening for melanoma was lacking, with 41% of participants reporting that they do not check their own skin for moles. Overall Cypriots are not aware of the dangers of sun exposure and the need for sun protection all year round and not only in the summer. Specifically, 57% of participants reported that they do not protect their skin from sun exposure during the non-holiday period. In addition, 39% of participants reported not being aware of any type of skin cancer. Knowledge of the factors associated with increased risk of melanoma was also lacking. Only 66% of participants were aware that a fair complexion is associated with increased risk for melanoma. Considering the increase in melanoma incidence over the years and sunshine for the majority of the year in Cyprus, there is a need for public awareness campaigns regarding skin cancer types, risk factors associated with the development of dangerous skin moles, and ways of melanoma prevention. Learning Objectives: The participant shall be able to understand the importance of raising awareness on sun protection in the prevention of melanoma. The participant shall be able to appreciate the level of awareness and sun-risky behavior in Cyprus. The participant shall be able to discuss potential ways to target the groups with the least sun protection behavior and low melanoma awareness. References: Coups, E.J., Manne, S.L., Stapleton, J.L., Tatum, K.L. and Goydos, J.S. (2015) ‘Skin self-examination behaviors among individuals diagnosed with melanoma’, Melanoma Research, 26(1), pp. 71–76. Jha D, Jha S, Ghosh S, Smylie M, Taher M. Sun-smart practices among school students (grades 5, 7, and 9) in Alberta, Canada. J Cutan Med Surg. 2017 Mar/Apr; 21(2):137– 144. doi: 10.1177/1203475417692574. Kaminska-Winciorek G, Wydmanski J, Gajda M, Tukiendorf A. Melanoma awareness and prevalence of dermoscopic examination among internet users: a cross-sectional survey. Postepy Dermatol Alergol. 2016 Dec; 33(6):421–428.

4B-3: Sustaining Tobacco Cessation in Clinics at a Major Urban Safety-Net Medical Facility Pedram Daraei, Charles Moore

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Emory University Department of Otolaryngology, Atlanta, GA, USA Abstract: Background/purpose: The Tobacco Cessation Program (TCP) program was implemented into the clinics at Grady Health Systems in 2016. Of those completing the 4-week class, 59.2% of the participants have remained tobacco-free for greater than 1 year. To ensure that appropriate short- and long-term changes are made, and to improve sustainability, we have developed a Sustaining Tobacco Cessation Program (STCP) in our clinics. Description: The Sustaining Tobacco Cessation Program is comprised of seven components aimed at monitoring and evaluating the TCP. A designated hospital management team will coordinate the project and implement start-up activities throughout the health system based on the 5A model (asking, advising, assessing, assisting, and arranging follow-up). Tobacco cessation classes will continue and will be expanded to additional participating departments in the health system. Lastly, an improved referral system and internal/external communication strategy will be implemented, including multiple methods of promotion, to enroll more patients into the TCP. Evaluation: Multiple evaluation schemes will be implemented within specific components of the STCP. First, a detailed patient chart review will identify smokers to ensure they have been flagged and asked to participate in the TCP. From there, a baseline enrollment rate will be determined. A retrospective review of patient’s charts will be completed after implementation of the STCP to collect parameters that will help guide long-term improvements—change in enrollment rate within each department, referral source, and promotional exposure. Usefulness: The STCP is outlined and detailed in a manner that can be quickly replicated, with specific attention paid to parameters that were improved upon. The FreshStart ® curriculum is evidencedbased and standardized, making it easily transferable between healthcare systems. Given that the material is self-contained and can be distributed in any setting, modifications can be made and supplements added to address specific issues in a target population. Learning Objectives: The participant shall be able to describe a smoking cessation program that is effective in the workplace and can be easily integrated into day-to-day activities in the hospital setting, with the intention of decreasing patient-related morbidity and mortality. The participant shall be able to identify effective modifications that have been implemented to improve upon the tobacco cessation program in an urban safety-net hospital system. The participant shall be able to identify the inequality seen in areas of low socioeconomic status and understands the steps that can be taken in the urban hospital setting to establish health equality. References: Centers for Disease control and Prevention (CDC) (2012) Current cigarette smoking among adults—United States, 2011. MMWR Morb Mortal Wkly Rep 61:889– 894. Workplace Solutions, Building a healthy workforce. Retrieved April 10, 2016, from http://www.acsworkplacesolutions.com/freshstart.asp

4B-4: Development and Validation of Risk Assessment Tool for Colorectal Cancer Screening in North West of Iran Roya Dolatkhah1, Mohammad Hossein Somi2, Saeed Dastgiri1, Iraj Asvadi Kermani1, Hossein Mashhadi Abdollahi3, Mohammad Asgari Jafarabadi3, Behrooz Alizadeh4 1 Hematology and Oncology Research Center, Tabriz University of Medical Sciences, Tabriz, East Azerbaijan, Iran; 2 Liver and Gastrointestinal Diseases Research Center, Tabriz University of Medical Sciences, Tabriz, East Azerbaijan, Iran; 3Tabriz University of Medical Sciences, Tabriz, East Azerbaijan, Iran; 4University Medical Center Groningen, Groningen, The Netherlands Abstract: Background/purpose: Colorectal cancer is the third most common cancer in Iran and recent studies show a rapid increase in the incidence rates of colorectal cancer in the country. The development of an executive plan to identify the most appropriate screening method and the best age group for screening and a specific risk assessment tool is a main priority in Iran. The main aim of our study is to develop a simple, practical, and efficient tool to improve CRC risk assessment by identifying the high and moderate risk of

CRC. Methods: All recruited subjects complete the “CRC Risk Assessment Questionnaire” which will developed to assess the CRC risk based on personal and family history of adenoma, CRC, and inflammatory bowel diseases. All the questions are open-ended questions, and may be scored according to risk factors. We will assess demographic information including age, gender, and race/ethnicity, past history of any medication use. Also, we will assess a variety of factors that have been consistently associated with colorectal cancer. These include life style factors, dietary pattern, and socioeconomic status. Objective/results: (1) Development and Validation of a risk assessment tool for CRC screening. (2) Identifying the high- and moderaterisk individuals of CRC. (3) Assessment of the risk of CRC for high-risk syndromes of CRC. (4) Occurrence and modeling the age factor in the screening of CRC. (5) Enhance overall knowledge and motivation about colorectal cancer risk factors. Discussion: Although the early diagnosis of CRC reduces the associated death burden, administration of screening programs is not a common practice even in developed countries. Previous studies showed the lack of national screening programs for CRC in Iran with little information available on the screening strategies for cancer, in general, in the country. This study will enhance overall knowledge and motivation about colorectal cancer risk factors and screening modalities in the country. Learning Objectives: (1) Development and validation of a risk assessment tool for CRC screening. (2) Identifying the high- and moderate-risk individuals of CRC. (3) Assessment of the risk of CRC for high-risk syndromes of CRC. (4) Occurrence and modeling the age factor in the screening of CRC. (5) Enhance overall knowledge and motivation about colorectal cancer risk factors. References: 1. Moghimi-Dehkordi B, Safaee A, Zali MR. Prognostic factors in 1138 Iranian colorectal cancer patients. Int J Colorectal Dis. 2008; 23(7):683–8.doi:10.1007/s00384-008-0463-7. 2. Dolatkhah R, Somi MH, Bonyadi MJ, Asvadi Kermani I, Farassati F, Dastgiri S. Colorectal cancer in Iran: molecular epidemiology and screening strategies. J Cancer Epidemiol. 2015; 2015:643020. doi: 10.1155/2015/643020. 3. V. H. Chong, M. S. Abdullah, P. U. Telisinghe, and A. Jalihal,“Colorectal cancer: incidence and trend in Brunei Darussalam”, Singapore Medical Journal, vol. 50, no. 11, pp. 1085–1089, 2009. 4. C. N. Arnold,A.Goel,H. E. Blum, andC. R. Boland, “Molecular of colorectal cancer: implications for molecular diagnosis”, Cancer, vol. 104, no. 10, pp. 2035–2047.

4B-5: Patient Delay in Breast Cancer Diagnosis, its Associated Factors and Stage of Breast Cancer at First Presentation among Pakistani Women Uzma Shamsi Aga Khan University, Karachi, Sindh, Pakistan Abstract: Background: Patients with breast cancer in Pakistan commonly present with advanced disease. An understanding of the factors influencing delays is important to formulate strategies and shorten delays. Methods: Five hundred thirty-three newly diagnosed cases of breast cancer were enrolled and interviewed during the period from Feb 2015 to Aug 2016. Patient delay in breast cancer diagnosis was defined as time from first symptoms until first medical consultation. Results: The mean age of women was 48.2 ± 12.3 years. The mean consultation time was 8.79 months. Patient delay was due to lack of awareness about breast cancer among 210 (37.6%) women, thinking that the lump was harmless. There were misconceptions, embarrassment, shame, and fears related to treatment and diagnosis of breast cancer among 86 (16.1%) patients. Forty-nine (9.2%) women wasted time in complementary alternative medicine (CAM)/traditional treatment and had other factors like husband reaction to BC, family commitments, financial constraints; 2.6% women were wrongly reassured about lump without biopsy by health providers. The multivariable analysis showed a strong association between lower socioeconomic status with patient delay (OR = 5.12, 95% CI = 1.47–17.74). Those patients who delayed tended to present at a more advanced stage at initial diagnosis. Compared to stage 0/I, the ORs for stages II, III, and IV were 3.21 (95% CI = 1.43–7.21), 2.92 (95% CI = 1.26–6.77), and 5.73 (1.69–19.41), respectively.

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Conclusion: Diagnosis delay is very serious problem in Pakistan. Recommendations: There is an urgent need for intensive and comprehensive breast cancer education, addressing myths and misconceptions, related to breast cancer. Learning Objectives: The participants shall be able to: identify factors associated with breast cancer diagnosis delay among women in Pakistan where there is no nationwide breast cancer screening program. To evaluate and address preventable factors like poor education, lack of awareness about importance of painless breast lump, and not recognizing lump as cancer, and a negative attitude towards treatment. To emphasize an urgent need for intensive and comprehensive breast cancer education campaigns through structured community health awareness programs, and in a positive way, addressing myths and misconceptions, related to breast cancer among women in low- and middle-income countries like Pakistan References: Khokher S, Qureshi MU, Mahmood S, Sadiq S. Determinants of advanced stage at initial diagnosis of breast cancer in Pakistan: adverse tumor biology vs delay in diagnosis. Asian Pac J Cancer Prev. 17(2):759–65. PubMed PMID: 26925676. Epub 2016/03/02. Eng. Khakbazan Z, Taghipour A, Latifnejad Roudsari R, Mohammadi E. Help seeking behavior of women with self-discovered breast cancer symptoms: a meta-ethnographic synthesis of patient delay. PLoS One. 9(12):e110262. PubMed PMID: 25470732. Epub 2014/12/04. Eng.

Session 4C: Preparing the Next Generation of Cancer Professionals and Researchers 4C-1: Lessons Learned from 16 Years of a Summer Cancer Research Experiences Program for Underrepresented High School and College Students Emily McMains1, Karen Burns White2 1 Dana-Farber/Harvard Cancer Center, Boston, MA, USA; 2Dana-Farber Cancer Institute, Boston, MA, USA Abstract: Background/purpose: Increasing participation of underrepresented minorities (URMs) in cancer-related fields is critical for eliminating disparities in prevention, incidence, prevalence, detection, treatment, survival, and mortality. Early engagement in scientific research is linked to retention of students in STEM programs and careers. The Continuing Umbrella of Research Experiences (CURE) Program at Dana-Farber/Harvard Cancer Center (DF/HCC) was created 15 years ago to provide hands-on, mentored summer research experiences for URM high school and college students. The program aims to increase URMs successfully pursuing careers in biomedicine, cancer research, and/or health disparities, pursuing graduate degrees and/or professional training in these areas, and engaging in scholarly activity. Description: DF/HCC has engaged over 330 students in summer research experiences at its seven member institutions. Students also participated in scientific and professional development seminars, journal clubs, book clubs, social events, and individual project planning. Seventy-eight percent are URM, 54% are low income, and 51% are first-generation college. Evaluation: Students and mentors are surveyed each summer to identify opportunities for improvement. We also track academic and professional progress of our alumni annually, with a nearly 80% average response rate. Usefulness: 94% of our alumni have completed or are currently enrolled in post-secondary programs, with 67% completing college degrees so far. Of these, 64% graduated with STEM or health science degrees and 15% have additionally completed graduate degrees. Almost two thirds of our alumni are currently working full or part-time in STEM-related fields and more than a fifth are engaged in cancer-related work. Nineteen percent are working in the area of health disparities. In the past 9 years, our alumni have authored more than 140 scientific publications. The CURE Program successfully engages the scientific curiosity and promotes the academic success and future research careers of promising young URM scientists. Learning Objectives: The participant shall be able to learn best practices for engaging high school and college students from underrepresented backgrounds in hands-on cancer research. References: E. DE Chubin and AL DePass, editors. Understanding

interventions that broaden participation in science careers. In Understanding Interventions, San Diego, CA, 2015. K. Maton, T. Beason, S. Godsay, M. Sto. Domingo, T. Bailey, S. Sun and F. Hrabowski. Outcomes and processes in the Meyerhoff Scholars Research Program: STEM PhD Completion, sense of community, perceived program benefit, science identity, and research self-efficacy. CBE—Life Sciences Education 15: 3 (Ar48). 2016.

4C-2: Project LINK: Making an Impact on Future Generations in Cancer Research Vivekka Suppiah, Cindy Burcham, John Koomen, Clement Gwede, Cathy Meade Moffitt Cancer Center, Tampa, FL, USA Abstract: Background: Project LINK (Leaders In New Knowledge) aims to increase underrepresented scientists in cancer research by providing year-round research experiences for underrepresented students at the undergraduate and high school levels. Over the past 17 years, we have amassed lessons learned, insights, and best practices that can inform future cancer research education training programs. Essential components and future directions are presented. Description: Project LINK provides aspiring researchers with a mentored research experience immersing them in the culture and enriching scientific milieu of a cancer center. This is achieved via one-on-one matched mentorships with an established scientist in a research setting, such as population science, proteomics, immunology, molecular oncology, etc.). Mentorship includes goal setting, hands-on research, professional development, career resources links, community engagement activities, and networking. Evaluation: To date, we have had 57 trainees (53 alumni and 4 active trainees): 33 females and 24 males; who identified their ethnicity as Hispanic (n = 23) and race as: Black/African-Americans (n = 25); more than one race (n = 6); Native American (n = 2); White (n = 10); other (n = 8); and not answered (n = 6). We have accepted 16 high school and 41 undergraduate students. Student commitments have ranged from 2 to 60 months (mean = 26 months). Consistently, top ranked aspects of LINK are: (a) Time with mentor; (b) Monthly “Fireside Chat” (group meetings with guest speakers); and (c) Research Day (presentations of their research). Tracked outcomes include degree completion, pursuit of graduate and health science advanced degrees (MD or MD/PhD, and PhD), employment in research settings, etc. Usefulness: Key elements in Project LINK’s success according to students and mentors are year-round structure and one-on-one mentorship model, which ensures that students are fully immersed in their research experience, making the insights they gain quite profound in comparison to summer programs. Learning Objectives: Describe the importance of high school and undergraduate cancer research training programs for cultivating interest in science careers among underrepresented students. Identify key features of early pipeline training programs that stimulate career interest in cancer research fields. References: 1. Haeger, H., & Fresquez, C. (2016). Mentoring for inclusion: the impact of mentoring on undergraduate researchers in the sciences. CBE Life Sciences Education, 15(3), ar36. http://doi.org/10.1187/cbe.16-01-0016. 2. Estrada, M., Burnett, M., Campbell, A. G., Campbell, P. B., Denetclaw, W. F., Gutiérrez, C. G., … Zavala, M. (2016). Improving underrepresented minority student persistence in STEM. CBE Life Sciences Education, 15(3), es5. http://doi.org/10.1187/cbe.16-01-0038.

4C-3: The Nathan Schnaper Intern Program Connects Laboratory Research and Clinical Practice in a Translation-Focused Undergraduate Summer Internship Bret Hassel1, Heather Ezelle1, Rena Lapidus1, Ron Gartenhaus1, Kevin Cullen1, Lauren Schnaper2 1 University of Maryland Greenebaum Cancer Center, Baltimore, MD, USA; 2Greater Baltimore Medical Center, Baltimore, MD, USA

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Abstract: Background: Cancer morbidity and mortality are significant health issues in the USA and worldwide. Research has advanced our understanding of cancer etiology and has highlighted the essential relationship between the laboratory and the clinic in cancer detection and treatment. Continued progress requires the exposure of aspiring scientists and clinicians to the field of cancer biology at an early stage of their education. Towards this goal, the Nathan Schnaper Intern Program (NSIP) at the University of Maryland Greenebaum Comprehensive Cancer Center (UMGCCC) provides a 10-week summer internship that emphasizes translation of laboratory discoveries into clinical applications. Description: Interns are recruited from undergraduate institutions nationwide. Twenty interns are selected based on academics, references, and a personal statement. Minority participation and inclusion of students from institutions that lack strong undergraduate research is emphasized. Intern support is provided to enhance economic, racial, and geographic diversity. Interns participate in an integrated program of hands-on cancer research, cancer biology, and clinical oncology. A laboratory techniques course prepares the interns for mentored research in diverse areas of cancer biology. Results are presented in a campus-wide retreat. Educational modules highlight ongoing translational cancer research at the UMGCCC to provide a broad perspective of the bench-to-bedsideand-back continuum. New program components engage interns in current areas of cancer research and care. Interns are exposed to clinical oncology through shadowing UMGCCC clinicians. Evaluation: Each component of the NSIP is critically evaluated through intern, mentor, consultant and external Advisory Board assessments; current outcomes will be presented. The professional paths of graduates are tracked as an important metric of program success. NSIP data are disseminated through presentations at national meetings. Usefulness: UMGCC resources and NSIP educational components comprise an innovative program to inspire the next generation of cancer researchers to pursue careers in the battle against cancer and fill the need for skilled physician-scientists. Learning Objectives: Identify three components of translational cancer research and describe their interrelationships. Provide examples of lab-to-clinic and clinic-tolab information flow and describe their importance in translational research. Identify educational activities that illustrate the roles of translational research in clinical oncology. References: 1. “ASCO predicts shortage of oncologists as demand grows” Oncology Practice.com March 12, 2014 (http://www.oncologypractice.com/practice-economics/ health-reform/single-article/asco-predictsshortage-of-oncologists-asdemand-grows/995da42c6562b9cad9d0afa910fae7f1.html). 2. Tilghman, S. et al., Biomedical Research Workforce Working Group Report National Institutes of Health June 14, 2012 (http://acd.od.nih. gov/biomedical_research_wgreport.pdf).

4C-4: Implementation of an Application Management System (CollegeNET) Streamlines Program Application, Credential Processing, and Placement Suzanne Gronemeyer, James Marmion, Gerard Zambetti St. Jude Children’s Research Hospital, Memphis, TN, USA Abstract: Background: The R25E (5R25CA023944–34) Pediatric Oncology Education (POE) Program http://www.stjude.org/poe at St. Jude Children’s Research Hospital is a summer research internship for pre-doctoral US students in the biomedical sciences. Historically, more than 86% of program participants go on to obtain a doctorate. Description: We completed implementation of a CollegeNET application system for our program in October 2016. The PI then emailed a brief program announcement to over 2500 US university faculty and cancer researchers across the USA. Five hundred ten students submitted applications. Three hundred ninety-seven (78%) completed their application by the February 1, 2017 deadline and met program requirements, thereby qualifying for the program. The complete credential files of qualifying applicants were placed in CollegeNET folders labeled for areas of

interest. Available faculty reviewed candidates in their area and emailed the PI a ranked list. The PI contacted the listed candidates to set up the ground rules and to invite them to interview with the potential mentor. After interviewing the candidates, the mentor emailed the PI their ranked list. The PI then finalized the match. Evaluation: The CollegeNET application system automated much of the credential processing that earlier had to be done by hand. This resulted in more timely and more thorough review of the applicant pool. The 59 selected for our POE 2017 class are US citizens or permanent residents from 50 schools in 27 states. Their average undergraduate GPA is 3.85 on a 4.0 scale. Twelve (20%) class members identified as under-represented minority (URM). Usefulness: The streamlined process enabled us to match more “first choice” candidates and also to finalize our 2017 class earlier than in prior years. The career goals for 35 (59%) of the 59 POE 2017 appointees include a PhD or MD/PhD, a much higher percentage than in the past. Learning Objectives: The attendee will learn how implementation of an improved application processing system has streamlined both the application and matching processes for a long-standing biomedical research internship program. References: Korczak, J.F., Chung, D.W., Rosemond, E. et al. The National Cancer Institute R25 cancer education grants program: a workshop report. J Canc Educ (2017) 32: 3–10.

4C-5: EMOTE: Learn How to Connect with Your Audience LaCreis Kidd, Luz Huntington-Moskos, David Hein University of Louisville, Louisville, KY, USA Abstract: Purpose: There is a critical need to encourage the next generation of cancer research investigators to share their scientific research to both scientist and non-scientist using cutting edge active learning and highly interactive strategies. Rationale: The University of Louisville R25 Cancer Education program, funded by NIH, provides 10 week of mentored training in basic, clinical, translational, population/behavioralbased cancer research coupled with professional development activities. Each year, we evaluate the effectiveness of the professional development activities. Although the professional development activities have an excellent approval rating, the open-ended responses suggest a need for both practical and engaging learning activities rather lecture-based learning. Methods and Content: The lecturer will describe the activities and outcomes of the University of Louisville’s R25 interactive research dissemination activity called “EMOTE”. EMOTE is an engaging activity that teaches us how to find our voice as well as connect and engage our audience with fascinating, innovative, significant, and clinical relevant features of their research projects. EMOTE stresses the importance of tailoring oral presentations to the audience’s expertise or educational level. ICEC participants will share their thoughts on ideal qualities of a good speaker. Next, attendees will watch a short and interactive cancer research-related TED talk and refine their thoughts on how to optimize one’s oral presentation skills. Participants will offer a 90-s elevator pitch on their research/projects and receive constructive feedback. EMOTE will empower cancer researchers to present their research to scientific and non-scientific audiences. Objectives: Participants will: (1) Identify at least three barriers to research dissemination among young investigators; (2) Discuss at least three attributes of a great speaker; (3) Identify at least three strengths of EMOTE, a highly interactive activity to empower young investigators to share their research with scientific and nonscientific audiences; and (4) Brainstorm at least three new approaches to further improve EMOTE. Learning Objectives: Objectives: Participants will (1) Identify at least three barriers to research dissemination among young investigators; (2) Discuss at least three attributes of a great speaker; (3) Identify at least three strengths of EMOTE, a highly interactive activity to empower young investigators to share their research with scientific and non-scientific audiences; and (4) Brainstorm at least three new approaches to further improve EMOTE. References: Hein DW, Kidd, LR. Design and Success of a twenty-first century cancer

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education program at the University of Louisville. J Cancer Educ. 2016 Jul 30. Daniel CL, Brooks CM, Waterbor JW (2011) Approaches for longitudinally tracking graduates of NCI-funded short-term cancer research training programs. J Cancer Educ 26:58–63. Gronemeyer SA (2011) Creating synergy: essential components of a successful R25E cancer education program. J Cancer Educ 26:215–222. Cameron C, Collie CL, Chang S (2012) Introducing students to cancer prevention careers through programmed summer research experiences. J Cancer Educ 27:233–242.

Poster Presentations P1-A: Health Education: The Importance of Working on Cancer Prevention in School Settings Fabiana Cristina da Conceição, Gerson Lúcio, Thiago Silva Hospital de Câncer de Barretos, Barretos, São Paulo, Brazil Abstract: Six hundred thousand new cases of cancer are estimated to arise in the years 2016–2017, in Brazil. Even though cancer is a complex disease, a healthy lifestyle could avoid the majority of cases. Aiming to minimize its incidence in the future, we developed actions of health education for children, because changing behavior is harder in adulthood. So, the project “Children as Partners” teaches children self-care and prevention. Hence, they will be able to spread knowledge in their families and communities, in addition to being a more aware adult in the future. Five booklets were designed, one for each age range (6 to 10 years old). Each of them presents the contents in a ludic way and with age-appropriate language, comprising the following topics: healthy diet, physical activity, alcoholic beverages, preventive examinations, sun protection, oral health, and smoking. Moreover, the teachers received training and support material. The project was carried out in three schools in Ipuã, Sao Paulo, and 706 students and 28 teachers were enrolled. The teachers answered a semi-structured questionnaire to assess previous knowledge and content practice in both their lives and the students’, before and after the project. It could be seen that before the project, the students were familiar with 33.16% of the contents and practiced 24.49% of them, and the teachers, 97.96 and 66.32%, respectively. After the project, the students got to know 88.77% of the contents and practiced 62.79% of them, and the teachers, 99.49 and 81.12% of them, respectively. Among the students, there was an increase of 167.70% in content awareness and 156.39% in practice awareness. When it comes to teachers, these numbers were 1.56 and 22.31%, respectively. The objectives were reached successfully and justified the need for making the project bigger. Learning Objectives: The present study has three objectives. The first is to identify, in both teachers and students, an increase in the level of knowledge about primary prevention, which leads to a healthier lifestyle. The second one is to assess if there was a positive behavioral change, for teachers and students. Finally, the third one is to assess, based on the results, if the project was successful enough to justify the financial investment to make it available in a digital format, allowing it to be expanded to a national level. References: Brasil. Ministério da Saúde. Caderno do gestor do PSE/Ministério da Saúde, Ministério da Educação. Brasília: Ministério da Saúde, 2015. 68 p.: il. ISBN 978–85–334-2233-9. World Cancer Report 2014. Edited by Bernard W. Stewart and Christopher P. Wild. Lyon, 2014. International Agency for Research on Cancer, 2014. ISBN 978-92-832-0443-5.

P2-B: Cancer Education in Central Africa. A Unique Opportunity to Save Lives Of Patients Nkegoum Blaise University Hospital Center, Cameroon, Center, Cameroon Abstract: Background: Cameroon is a developing country of 22 million inhabitants located in central Africa. It is a blank area on the

world cancer map because cancer education is inexistent. Then, 90% of cancer lack microscopic diagnosis. Cancers patients present with advanced diseases and will die in traditional healers’ clinics without diagnosis and without treatment. Method and results: There is no curriculum for cancer education in our faculties of medicine. There are only five oncologists, two radiation oncologists, and less than 15 pathologists for the whole country. Cancer care facilities are scarce; no drugs and no health professional in the field of oncology. Seven faculties of medicine were created in the last 10 years and with 800 new doctors trained per year. In the other hand, 2000 nurses and laboratory scientists will be trained every year. These numbers are ten times higher than what was available 10 years ago. But up till now, nothing is being done in the field of oncology and cancer education may be a good opportunity for our population and we need to increase awareness in this field. Learning Objectives: Participants should be able to know that cancer is more common in the developing world because of the lack of education. References: [Cancer localisation in men and women aged over 50 in Cameroon]. Mbakop A, Yomi J, Yankeum J, Nkegoum B, Mouelle Sone A. Bull Cancer. 1997 Dec; 84(12):1119–22. IARC GLOBOCAN 2012.

P3-A: Susan G. Komen Northeast Ohio Community Profile: The State of Breast Cancer in Northeast Ohio Gina Chicotel Susan G. Komen Northeast Ohio, Cleveland, OH, USA Abstract: The Susan G. Komen Northeast Ohio (NEO) Community Profile assesses breast cancer screening, diagnostic, treatment, and survivor needs in 22 counties in Northeast Ohio. An in-depth analysis of breast cancer statistics was completed using the number of years needed to achieve Healthy People 2020 objectives related to breast cancer mortality and late-stage diagnosis. An extensive assessment of existing (or nonexisting) resources was conducted, followed by comprehensive qualitative research, utilizing the socioecological model, including surveys (n = 367), interviews (n = 12), and focus groups (n = 42) with target populations. Ohio is 34th in incidence of breast cancer, but 4th in mortality. NEO bears a disproportionate burden of breast cancer, including 41.7% of all new cases, 40.8% of all new late-stage diagnoses, and 42.4% of all deaths in Ohio. NEO represents the most diversity in the state, 14.4% of females lack health insurance, and 53.2% are over the age of 40. Six counties will take 13 years or more to achieve HP2020 benchmarks—Ashtabula, Cuyahoga, Harrison, Jefferson, Lorain, and Mahoning. Post-ACA, there is a decreased need for safety-net screening programs for the uninsured and increased need for programs that cover high deductibles for the underinsured. Individuals are not aware of existing resources, and there is paralyzing fear/anxiety causing individuals to not seek care. In addition to access, quality, and affordability of services, transportation, child care, housing, and employment play a significant role in breast health outcomes. Findings in NEO are similar to affiliates across the country and highlight national trends. Komen developed a 4-year Mission Action Plan to focus efforts on evidence-based methods that break down barriers to care, including patient navigation, community health workers, mobile mammography, enrollment into appropriate insurance, and financial assistance with an additional focus on the social determinants of health to address upstream issues affecting health outcomes. Learning Objectives: (1) The participant shall be able to understand the impact of breast cancer in Northeast Ohio. (2) The participant shall be able to understand approaches used to complete the Community Profile in NEO. (3) The participant shall be able to identify contributing factors to breast cancer’s adverse impact on Northeast Ohio. (4) The participant shall be able to understand Komen Northeast Ohio’s plan to address existing outcomes in breast cancer care. References: Rosenbaum S. (2012). The ACA: implications for the accessibility and quality of breast and cervical cancer prevention and treatment services. Public Health Rep,

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127(3), 340–4. Ohio Partners for Cancer Control. (2012). The Ohio Comprehensive Cancer Control Plan 2011–2014. Columbus, Ohio. Accessed July 30, 2014. P4-B: Alaska’s Tribal Health Workers Report Increased Cancer Knowledge, Reduced Risk Behaviors, and Increased Capacity to Share Cancer Information: Responses to a Culturally-Relevant Online Cancer Course Katie Cueva1, Melany Cueva2, Laura Revels2, Anne Lanier2, Mark Dignan3 1 University of Alaska Anchorage, Boston, MA, USA; 2Alaska Native Tribal Health Consortium, Anchorage, AK, USA; 3Department of Internal Medicine, Lexington, KY, USA Abstract: Background: Rural Alaska’s tribal primary care providers— Community Health Aides and Practitioners (CHA/Ps)—requested online cancer education for themselves and their communities. In response, a research team at the Alaska Native Tribal Health Consortium developed a culturally respectful distance-delivered cancer education course with, and for, Alaska’s CHA/Ps. The semester-long university course incorporates ten interactive modules, digital storytelling, and synchronous sessions. Course development was guided by the framework of Community-based Participatory Action Research (CBPAR) and created with input from an advisory group of CHA/Ps and partners. Methods: Course participants completed evaluation surveys pre-course, at the end of each module, the end of the course, and 6 months post-course. Surveys included items on changes in knowledge, comfort, confidence, and preparation to talk about cancer, comfort with finding cancer information online, dissemination of cancer information to their communities, and changes in CHA/Ps’ modifiable cancer risk behaviors. Results: As of January 2017, 27 individuals had participated in two course offerings and completed 125 end-of-module surveys. All participants reported they intended to reduce their personal cancer risk and share cancer information as a result of the course. Comparison of pre- and postcourse surveys showed participants’ increased knowledge about cancer and increased comfort finding accurate cancer information online. Half reported increased weekly minutes of physical activity, and all tobacco users moved from not trying to quit to “I am currently trying to quit.” Almost all participants reported increased confidence, preparation, and comfort in talking about cancer with their communities. Discussion: While reliant on the high-speed Internet available in CHA/P clinics, the culturally relevant course addresses a lack of cancer education accessible to CHA/Ps within their communities, and has empowered self-reported health behavior change and cancer information dissemination. The course could serve as a model for culturally relevant distance-delivered education to address health disparities impacting other underserved populations. Learning Objectives: List tribal health workers self-reported changes, including cancer risk reduction behaviors and capacity to find and share information on cancer with their patients, families, friends, and communities. Describe facets of a culturally relevant online cancer education course developed with, and for, Alaska’s CHA/Ps. References: Carmack AM, Schade TL, Sallison I, Provost EM, and Kelly JJ. 2015. Cancer in Alaska Native People: 1969–2013, The 45 year report. Anchorage, Alaska: Alaska Native Tumor Registry, Alaska Native Epidemiology Center, Alaska Native Tribal Health Consortium. Wallerstein N, Minkler M, Carter-Edwards L, Avila M & Sanchez V. 2015. Improving health through community engagement, community organization, and community building. In: Health Behavior: Theory, Research, and Practice (Glanz K, Rimer BK & Viswanath K, eds.). San Francisco: Jossey-Bass, 277–300.

P5-A: Taking the Taboo Tour: Huntsman Cancer Institute Evaluates Rural Colorectal Cancer Education Using an Interactive Exhibit Garrett Harding, Jennyffer Morales, Jane Ostler, Donna Branson, Jeff Yancey, Ana Maria Lopez Huntsman Cancer Institute, Salt Lake City, UT, USA

Abstract: Background/purpose: Utah spans >80,000 square miles and is dominated by vast, sparsely population areas with more than 86% of Utah’s landmass defined as either rural (<100 persons/sq. mile) or frontier (<7 persons/sq. mile). Often, hundreds of miles must be traveled by rural residents to access clinical care and health education, with associated poor cancer mortality outcomes and lower cancer screening rates for these individuals. Huntsman Cancer Institute (HCI) at the University of Utah received funding from the National Cancer Institute to research the challenges of geographically isolated populations and inform outreach practices. Methods: In 2016, rural/frontier residents (n = 39) were recruited from stakeholder referrals and social media to participate in a research study. Guided by the Theory of Planned Behavior, a community health educator conducted four focus groups that were recorded, transcribed, and coded. The IRB-approved study sought to understand residents’ beliefs, intentions, and behavior associated with cancer. Additionally, focus groups assessed the effectiveness of a giant 20 ft. × 32 ft. colorectal education cancer exhibit (CECE) used to disseminate prevention education. Results/findings: Regarding beliefs, intentions, and behaviors associated with cancer, half of the participants reported an incomplete knowledge of colorectal cancer (CRC) and CRC screening during the conversation, citing preference for visual educational tools. Findings revealed major themes including importance of health educator, level of knowledge, intention to screen, and concerns about insurance and privacy. Discussion: Focus groups can incorporate CECE to facilitate discussion; expand existing CRC knowledge; and increase understanding of knowledge, attitudes, and intentions in rural/frontier populations. Additionally, a health educator is critical in correcting misinformation and deriving effective dissemination of health education. Researching the efficacy of educational tools such as CECE provide a platform for tailored approaches to health education. Learning Objectives: The participant shall be able to identify three novel features of an interactive health education exhibit. The participant shall be able to demonstrate three strategies to evaluate cancer prevention education in rural and frontier communities. References: Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes 50 (2): 179– 211. doi:10.1016/0749–5978(91)90020-T. Redwood, D., Provost, E., Asay, E., Ferguson, J. & Muller, J. (2013). Giant inflatable colon and community knowledge, intention, and social support for colorectal cancer screening. Preventing Chronic Disease, 10(2), doi: 10.5888/ pcd10.120192. Sanchez, J.I., Palacios, R., Cole, A. & O’Connell, M.A. (2014). Evaluation of the walk-through inflatable colon as a colorectal cancer education tool: results from a pre and post research design. BMC Cancer, 14, doi: 10.1186/1471–2407–14-626.

P6-B: Youth Ambassadors Reaching Out (YARO): Youth Serving as Leaders in Cancer Prevention Siddhartha Roy, Khaliah F. Fleming, Vani Simmons, Clement Gwede, Cathy Meade Moffitt Cancer Center, Tampa, FL, USA Abstract: Background/purpose: The YARO program was developed to promote healthy lifestyles for youth. A goal of the program is to encourage middle school students to serve as ambassadors in their communities by educating fellow students on health behaviors, such as the risks of smoking and the benefits of physical activity and healthy eating. By serving as ambassadors, students were empowered to help themselves and others increase their knowledge and awareness of behaviors that can impact cancer risk. This abstract reports the extent to which the students reported serving as ambassadors. Methods: The YARO program consisted of educational sessions administered at schools or community centers to students (n = 73) residing in medically underserved areas. Sessions centered on increasing students’ knowledge of the relationship between smoking and cancer and the relationship between physical activity, nutrition and cancer. Students completed a 3-month post-

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intervention evaluation which included an open-ended question assessing if they served as ambassadors by talking to others (peers, family, etc.) about healthy behaviors since completing the program. Data were analyzed using descriptive statistics (frequencies and proportions). Results/findings: Of students who completed the 3-month follow-up (n = 45), 100% stated that they had served as health ambassadors by sharing information with others about cancer. Overall, 40% of students spoke to others, primarily family, about smoking, and 20% spoke to their peers about smoking, physical activity, or healthy eating. Furthermore, 18% of students mentioned improving their own health behaviors due to the program. Discussion: Findings suggest that students are capable of serving as health ambassadors, primarily to family, about cancer risk. Additional research is needed to refine this program and enhance the ambassador content and role to peers, family members and others in their social networks. Long-term follow-up is also needed to track and assess students’ ability to perform the ambassador role over time. Learning Objectives: The participant shall be able to identify health behaviors that may lead to cancer later in life. The participant shall be able to identify ways in which middle school students can serve as ambassadors for cancer prevention. References: Leech, R.M., McNaughton, S.A., & Timperio, A. (2014). The clustering of diet, physical activity and sedentary behavior in children and adolescents: a review. International Journal of Behavioral Nutrition and Physical Activity, 11. doi: 10.1186/1479–5868– 11-4. Santelli, J.S., Sivaramakrishnan K., Edelstein, Z.R., & Fried, L.P. (2013). Adolescent risk-taking, cancer risk, and life course approaches to prevention. Journal of Adolescent Health, 52, S41-S44. doi: 10.1016/j. jadohealth.2013.02.017

P7-A: The Phenomenon of Weight Bias as Experienced by Overweight and Obese Cancer Survivors: What’s Missing in Your Practice? Sandra Wyrick, Mel Haberman, Sterling McPherson, Phyllis Eide Washington State University College of Nursing, Spokane, WA, USA Abstract: Background/purpose: Mounting evidence indicates weight bias is encountered in the interactions with health care professionals in the oncology setting; resulting in a decreased health-related quality of life and shorter survival rates. Knowingly or unknowingly, oncology providers communicate forms of weight bias when they associate negative traits and assumptions with obesity. The purpose of this study was to explore and describe the phenomenon of weight bias as experienced by overweight and obese cancer survivors in their interactions with oncology nurses and physicians. Methods: This qualitative study used a psychological descriptive phenomenology design. The research aims included (1) To explicate and describe the experiences of overweight and obese cancer survivors of both genders in their interactions with oncology nurses and physicians within the medical oncology setting and (2) Illuminate specific experiences illustrating the presence and impact of weight bias in the provision of oncology health care. Findings: Findings, as expressed from the participants lived experiences, indicate oncology nurses and doctors are not addressing the psychosocial and cultural aspects related to obesity and weight with their cancer patients with obesity. Oncologists do not want to get involved in the weight-related treatments of their cancer care by avoiding the subject all together. Cancer survivors feel they are not treated holistically as a patient and weight bias was expressed. Changes in oncology practice setting is warranted. Discussion: By understanding the impact provider weight bias has on overweight and obese cancer survivors, oncology providers can begin to evoke changes in their practice to include culturally congruent, sensitive, respectful care. These changes will be more cost-effective and decrease perceived barriers when seeking preventative cancer screenings and treatments, ultimately increasing the quality of life and rate of survival. The significance of the current study findings benefits society globally, by contributing evidence supporting change to make weight bias an unacceptable form of prejudice within healthcare and oncology practices. Learning Objectives: The participant shall be

able to identify at least two changes to current oncology practice in implementing culturally congruent and sensitive care for the obese cancer survivor. The participant shall be able to identify two barriers to preventative cancer care faced by the obese cancer survivor. References: Ligibel, J. A., & Strickler, H. S. (2013). Obesity and its impact on breast cancer: Tumor incidence, recurrence, survival, and possible interventions. Educational Book, ASCO University. Retrieved from: http:// meetinglibrary.asco.org/content/93-132#top. Hudis, C. (2014). Obesity’s link to cancer—infographic. Retrieved from Cancer.Net website: http:// www.cancer.net/sites/cancer.net/files/obesity_infographic.pdf

P8-B: The Development of the Trans Patient Advocate Role in a Comprehensive Cancer Center Chasity Walters Memorial Sloan Kettering Cancer Center, New York, NY, USA Abstract: Background: “Trans” is an umbrella term used to describe individuals whose gender identity is incongruent with the sex they were assigned at birth (i.e., transgender, transsexual, and gender nonconforming). Population estimates suggest that trans people comprise 0.3–0.5% (25 million) of the global population, including nearly one million adults in the USA. There is substantial evidence highlighting the healthcare disparities experienced by trans people, yet despite the likelihood of caring for a trans person, the evidence suggests healthcare providers are ill-equipped to deliver culturally inclusive care. Description: In its’ sixth year of recognition as a leader in healthcare equality by the Human Rights Campaign’s Healthcare Equality Index, the identification of a Trans Patient Advocate was undertaken by this National Cancer Institute (NCI)-designated comprehensive cancer center. The development of the role was a process that included the acquisition of in-depth knowledge of the needs of the trans community; the exploration of staff attitudes, beliefs, and skills; and the development of a series of trainings specifically addressing topics around the health of the trans community. Evaluation: The appointed trans patient advocate received over 20 h of education and training specifically addressing the health of trans populations. Staff participation in facets of the educational campaign that is currently underway will serve as measures of success. The deliberate timeline along with the availability of trainings in video format contribute to the sustainability of the project; however, continuing education is necessary to maintain the advanced knowledge of the trans patient advocate and new and revised educational programming must be ongoing to maintain staff competencies. Usefulness: The process described for establishing a trans patient advocate may be utilized by any healthcare facility wishing to improve upon the care delivered to trans populations. Learning Objectives: The participant shall be able to identify two contributors to the healthcare disparities experienced by the trans community. The participant shall be able to describe one strategy for enhancing the delivery of cancer care to trans patients. The participant will be able to identify three resources addressing the needs of trans people within the cancer continuum. References: Burkhalter, J., E., Margolies, L., Sigurdsson, H. O., Walland, J., Radix, A., Rice, R. D., et al. (2016). The national LGBT cancer action plan: a white paper of the 2014 national summit on cancer in LGBT communities. LGBT Health, 3, 1, 19–31. Winter S, Diamond M, Green J, Karasic D, Reed T, Whittle S, et al. (2016). Transgender people: health at the margins of society. Lancet, 23, 390–400.

P9-A: Implementation of Family Questionnaire by African-American Teenagers to Document Breast Health Among Family Members Jeffrey Guidry1, Karen Jackson2, Shawntell McWilliams2 1 Texas A&M University, Humble, TX, USA; 2Sister’s Network Inc., Houston, TX, USA Abstract: A select group of African-American teens participated in interviewing family members regarding breast health. The family

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questionnaire assessment tool included information on knowledge of breast cancer, preventative practices, mammogram participation, self-efficacy in future breast health maintenance, and awareness and utilization of Sisters Network Inc. (SNI) resources and programs. Each teen had to interview at least two female blood relatives as part of the process. A total of 323 assessments were completed. The results demonstrate interesting findings about how African-Americans receive their health information. Over 81% reported that they receive this information from health care professionals, compared to receiving 8.9% of information from friend/family members. The majority of the participants reported performing BSEs, which is very positive at 55%; however, 45% is a high percentage of those who do not perform the procedure. The majority of the participants did not have a mammogram annually (45.3%), while 36% had annual mammograms. It is significant to note that a majority of participants are under the age of 50. Overwhelmingly, 76% of the participants were recommended for mammogram from their health care provider. These findings document that the T4P family questionnaire was a huge success. This activity was able to document knowledge, behaviors, and future practices of African-American women related to their overall breast health maintenance. More importantly, after this experience, they reported being more knowledgeable and wanting more information and resources regarding breast cancer prevention and control. The activity changed behavior to really make the participants critically think about breast health and can be used by policymakers, funders, and advocacy groups to address African-American women and breast health in a more productive and conducive fashion. Learning Objectives: The participant shall be able to document key areas that facilitate African-American women in breast health and cancer control. References: Pini, S., et al. (2013). The impact of cancer diagnosis on the education engagement of teenagers—patient and staff perspective. European Journal of Oncology Nursing, 17(3), 317–323. MárquezMagaña, L., et al. (2013). Debunking ‘race’and asserting social determinants as primary causes of cancer health disparities: outcomes of a science education activity for teens. Journal of Cancer Education, 28(2), 314–318.

P10-B: Breast Health Research Champions: a Solution for Community-Wide Education Katelyn Schifano VCU Massey Cancer Center, Richmond, VA, USA Abstract: Massey Cancer Center (MCC) and community stakeholders conducted town hall meetings in Petersburg, VA, to determine some of the needs of the community. One identified need was more education on breast cancerrelated matters. The Breast Health Research Champion (BHRC) program was developed to meet this request by training breast health advocates in the community on the following topics: breast health basics, clinical research, biospecimen donation, and ethics in research and presentation skills. The BHRC program graduates become resources for the community with regards to breast health and research. Methods: MCC researchers work with community partners to identify program facilitators, and these facilitators are charged with leading the program. Each facilitator completes four training sessions, covering program logistics, sample trainings, and facilitation techniques, given by MCC research staff. The facilitators must identify speakers for each training session in the program; recruit 10 participants to participate; and manage program logistics. After the training is complete, BHRC graduates reach out within their social networks to hold two chats discussing the topics covered during the program. Results/findings: Since its inception in 2012, there have been 35 BHRC program graduates from four underserved areas in Virginia. These BHRCs have held formal presentations and information chats in settings such as their homes, churches, family reunions, work places, restaurants, on-satellite radio programs, and at sorority meetings. Data collection for 24 of the participants were completed, and the reach totaled 2051 people in person and 6070 people virtually. Discussion: Although data collection for three sites is complete, we know that the reach continues to expand as the groups receive continuing education about cancer

research, immunotherapy, survivorship, treatment guidelines, and other cancer-focused topics they select. Graduates report continued conversations about clinical trials and biospecimen donation. The BHRC program is a great way to spread information through broader social networks. Learning Objectives: The participant shall be able to identify two methods of identifying engaged communities. The participant shall be able to utilize techniques to reach a large population with a small group of individuals. References: Mosavel M, Rafie C, Cadet DL, Ayers A (2012) Opportunities to reduce cancer barriers: community town halls and provider focus groups. J Cancer Educ 27(4):641–8. Lemke AA, Halverson C, Ross LF (2012) Biobank participation and returning research results: perspectives from a deliberative engagement in South side, Chicago. Am J Med Genet A 158:1029–1037. Ford M, Wahlquist A, Blake R, Green C, Streets J, Fuller E, Johnson E et al. (2012) Assessing an intervention to improve clinical trial perceptions among predominately African-American communities in South Carolina. Prog Community Health Partnersh 6(3):249–263.

P11-A: Implementation of Teens4Pink Educational Intervention Targeting African-American Female Teenagers Jeffrey Guidry1, Karen Jackson2, Shawntell McWilliams2 1 Texas A&M University, Humble, TX, USA; 2Sister’s Network Inc., Houston, TX, USA Abstract: The Teens4Pink (T4P) educational intervention developed by Sisters Network Inc. was conducted at 10 different sites, including Detroit, Memphis, and Houston. The evaluation consisted of pre-/post-tests and an overall presentation assessment tool. A total of 848 participants completed the T4P program for this evaluation reporting. All of the participants were within the age requirements of 12–17 years old. The participants were asked, “Who is at risk for breast cancer?” Nearly 63% of students at pretest responded correctly that women with a family history of breast cancer, overweight women, and women under the age of 40 were most at risk; at post-test, they reported 83%, which demonstrates a major gain in knowledge. The next question asked, “What type of cancer is most common in African-American women?” The choices included breast, skin, lung, and stomach. At pre-test, nearly 89% of the participants correctly answered that breast cancer is most common. At the post-test, their knowledge gains increased, with 98% replying that breast cancer was most common. The results document the success of the presentation and its goal to educate teens on breast cancer. Breast cancer is not a topic that teens discuss. However, T4P is a major vehicle for dissemination of breast health information. More importantly, it provides information on ways to improve the educational presentation and future careers which can be used to develop additional programs. Learning Objectives: The participant shall be able to assess the educational attainment of breast cancer knowledge among African-American female teenagers. References: Pini, S., Hugh-Jones, S., & Gardner, P. H. (2012). What effect does a cancer diagnosis have on the educational engagement and school life of teenagers? A systematic review. Psycho-Oncology, 21(7), 685–694. Kyle, R. G.et.al. (2013). Adolescent Cancer Education (ACE) to increase adolescent and parent cancer awareness and communication. Trials, 14(1), 286.

P12-B: Cancer Education in Japan and Its Effects on the Cancer Knowledge and Awareness of Children and Their Guardians Kayoko Katayama1, Hiroko Yako-Suketomo2, Motoyuki Yuasa3, Yoko Kawamura4, Hidehito Horinouchi5, Kota Katanoda6, Kyohei Saito7 1 Kanagawa Cancer Center Research Institute, Yokohama, Kanagawa, Japan; 2Japan Women’s College of Physical Education, Setagaya, Tokyo, Japan; 3Juntendo University Faculty of International Liberal Arts, Bunkyo-ku, Tokyo, Japan; 4 Shizuoka University of Art and Cluture, Hamamatsu, Shizuoka, Japan; 5National Cancer Center Hospital, Chuo-ku, Tokyo, Japan; 6Center for Cancer Control &

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Information Services, National Cancer Center, Chuo-ku, Tokyo, Japan; 7 Toyo University, Asaka, Saitama, Japan Abstract: Background/purpose: In Japan, one in two people may get cancer. Hence, new policies for cancer education were added to the Japanese Basic Plan to Promote Cancer Control Programs (2012). Cancer education is expected to improve children’s knowledge, remove the stigma, and increase the awareness of Japanese adults regarding cancer. In this study, we determine the effect of cancer education on children and their guardians by assessing the changes in their knowledge and awareness before and after the children received cancer education. Methods: The study was conducted at 18 public elementary schools in Tokyo. The participants were 571 sixthyear elementary school students, who had attended cancer education classes between September 2013 and January 2014, and 567 of their guardians. A questionnaire on the participants’ impressions, and knowledge, of cancer was administered before and after cancer education. Results were considered separately for boys, girls, and guardians. Multivariate analysis was performed, considering guardians’ motivation to undergo cancer screening as an index for determining whether the effects of cancer education had spread to them through their children. Results/findings: The results showed that the cancer knowledge of children and their guardians improved post classes. Furthermore, they indicate that cancer education creates opportunities through ripple effects to talk about cancer (e.g., children talk to their parents about cancer classes). Next, the effectiveness of cancer education in motivating guardians to undergo cancer screening was analyzed. Before the classes, guardians with sound cancer knowledge (4.5 OR) and those who had undergone cancer screening in the past (9.3 OR) showed higher motivation. The result persisted even post survey (p < 0.0001). Discussion: Both children and guardians showed knowledge improvement. Due to ripple effects, health-conscious guardians showed improved motivation to promote cancer screening. However, socioeconomic disparities tended to weaken these effects in guardians with low awareness, resulting in lesser motivation. Learning Objectives: The participants shall be able to identify the ripple effects of cancer education provided to schoolchildren on guardians who are health conscious, are highly aware of the importance of cancer screening, and promote screening. They can further identify at least one reason why such awareness programs targeting children in schools do not increase the motivation of guardians with low cancer awareness to promote or undergo cancer screening. References: 1. Kakizoe T. Ten years after implementation of cancer control act. Japanese J cancer and Chemotherapy (Gan to Kagaku ryouho). 2016 Sep; 43(9): 1023–6. (In Japanese) 2. Jimenez J, Ramos A, Ramos-Rivera FE, Gwede C, Quinn GP, Vadaparampil S, et al. Community engagement for identifying cancer education needs in Puerto Rico. J Can Educ: the official journal of the American Association for Cancer Education. 2016. 3. Ishikawa Y, Kondo N, Kawachi I, Viswanath K. Are socioeconomic disparities in health behavior mediated by differential media use? Test of the communication inequality theory. Patient Educ Couns. 2016, 99(11):1803–1807.

P13-A: Diffusion of Cancer Prevention Information through Community Health Education Programs using a Learning Partner Model in Japan Hiroko Yako-Suketomo1, Kayoko Katayama2, Asae Oura3, Kyohei Saito4, Rina Miyawaki5, Ken Ohashi6 1 Japan Women’s College of Physical Education, Setagaya, Tokyo, Japan; 2 Kanagawa Cancer Center Research Institute, Yokohama, Kanagawa, Japan; 3Sapporo Medical University, Sapporo, Hokkaido, Japan; 4Toyo University, Asaka, Saitama, Japan; 5School of Arts and Letters, Meiji University, Suginami, Tokyo, Japan; 6Department of General Internal Medicine/Oncologic Emergencies, National Cancer Center Hospital, Chuo, Tokyo, Japan Abstract: Background: Cancer has been the leading cause of death in Japan since 1981 as reported by Matsuda et al. (Jpn J Clin Oncol 44:388–396, 2013). The Basic Plan to Promote Cancer Control Programs in 2012 lists

cancer education and awareness as one of the three new components. This study investigated the feasibility and potential of implementing a learning partner model alongside health education programs hosted by Japanese local governments to promote diffusion of cancer knowledge in the community. LPM is a series of processes that learning knowledge based on scientific grounds is transmitted from a person to a person in daily context. Methods: Self-administered pre-, post-, and follow-up test questionnaire surveys were conducted among attendees of a health education course session focusing on cancer (primary participants) and their family members or friends (secondary participants) in three communities in Japan. The questionnaires comprised items regarding socio-demographic characteristics, cancer prevention, and control knowledge in Japan as reported by Inoue et al. Ann Oncol. 23:1362–1369, 2012) and relations between primary and secondary participants. A total of 148 participants with valid data were subject to analysis using the Mann-Whitney U test, Friedmann test, and Bonferroni corrections for multiple comparisons. Results: The mean total scores of pre-, post-, and follow-up tests significantly differed in primary (p < 0.05) and secondary (p < 0.05) participants. In both primary and secondary participants, the mean total scores of post-test (P < 0 .05) and follow-up test (P < 0 .05) were significantly higher than that of pre-test. Discussion: This pilot study demonstrated the feasibility of implementing a learning partner model in conjunction with community health education programs conducted by local governments in Japan. Further studies are necessary to build on the experience of this study and refine implementation and evaluation strategies. Learning Objectives: The participant shall be able to follow the time course of improvement in cancer prevention and control knowledge, as reflected by increasing test scores (pre-, post-, and follow-up tests), among attendees of a health education program and their partners in the three communities where this study was conducted, and also learn about the processes of developing programs that support sharing of information and knowledge in community/ family settings. References: [1] Matsuda A, Matsuda T, Shibata A, et al. The Japan Cancer Surveillance Research Group. Cancer incidence and incidence rates in Japan in 2008: a study of 25 population-based cancer registries for the Monitoring of Cancer Incidence in Japan (MCIJ) Project. Jpn J Clin Oncol 2013; 44:388–396. [2] Inoue M, Sawada N, Matsuda T, et al. Attributable causes of cancer in Japan in 2005—systematic assessment to estimate current burden of cancer attributable to known preventable risk factors in Japan. Ann Oncol. 2012; 23:1362–1369.

P14-B: Multidisciplinary Delirium Education Improves Quality of Care and Reduces Length of Stay for Hospitalized Oncology Patients Joseph Hooley, Laurel Ralston, Isabel Schuermeyer, Joel Marcus, Lyn Best, James Stevenson, Armida Parala, Diana Karius, Heather Koniarczyk, Rini Shepherd, Cheryl Carrino, Christa Poole, Jacob Lindberg, Craig Savage, Julie Fetto, Marc Earl Cleveland Clinic, Cleveland, OH, USA Abstract: Background/purpose: Delirium is a common and frequently under-recognized neuropsychiatric condition associated with increased morbidity and mortality, length of hospitalization, higher health care costs, and significant distress. The prevalence of delirium in cancer ranges from 10 to 30% in hospitalized patients and up to 85% in terminally ill cancer patients. Based on historical data, the rates of delirium on Cleveland Clinic’s inpatient oncology units were significantly lower than would be expected. Our goal was to develop a multidisciplinary educational plan to increase recognition and management of delirium. Description: An educational plan was developed which targeted a range of caregivers, including physicians, nurses, and advanced practice providers. The education included proper screening and identification of delirium through use of the Brief Confusion Assessment Method (bCAM), utilization of a delirium order set, and appropriate documentation of delirium and its associated management. A multimodal approach was used to communicate this education to the frontline caregivers, including participation of psycho-oncology providers in multidisciplinary rounds, presentations at staff meetings, inclusion of information in

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newsletters, and engagement of the Clinical Documentation Improvement department for documentation education. Evaluation: During the first 3 months of educational initiatives, substantial improvements were noted. The percentage of patients identified as positive for delirium through bCAM screening increased from 3.5 to 12.7%, and utilization of the delirium order set for delirium-positive patients increased from 5.7 to 23.9%. Additionally, the average nursing unit length of stay (LOS) for delirium-positive patients decreased by more than 2 days compared to baseline (p = 0.29). Usefulness: A multidisciplinary approach incorporating education, communication, and documentation has rapidly improved delirium identification and management for oncology inpatients. Additionally, this initiative resulted in a reduction in LOS and provided cost-saving opportunities to the organization through earlier identification and management of delirium. Learning Objectives: The participant shall be able to identify at least two effective educational methods for improving the identification and management of oncology patients experiencing delirium. References: Breitbart, William, and Yesne Alici. “Evidence-based treatment of delirium in patients with cancer.” Journal of Clinical Oncology 30.11 (2012): 1206–214. Web. Cruz, Maxine De La, Joanna Fan, Sriram Yennu, Kimberson Tanco, Seonghoon Shin, Jimin Wu, Diane Liu, and Eduardo Bruera. “The frequency of missed delirium in patients referred to palliative care in a comprehensive cancer center.” Supportive Care in Cancer 23.8 (2015): 2427–433. Web. Lawlor, Peter G., and Shirley H. Bush. “Delirium in patients with cancer: assessment, impact, mechanisms and management.” Nature Reviews Clinical Oncology 12.2 (2014): 77–92. Web.

P15-A: Integrating Palliative Oncology Care into Doctor of Nursing Practice Education Programs Polly Mazanec1, Betty Ferrell2, Pam Malloy3, Rose Virani2 1 City of Hope Medical Center, Mount Pleasant, SC, USA; 2City of Hope Comprehensive Cancer Center, Duarte, CA, USA; 3 American Association of Colleges of Nursing, Washington, DC, USA Abstract: (1) The Doctor of Nursing Practice (DNP) is the highest practice degree for nursing. Nurses with advanced education have opportunities to assist in transforming the nation’s health care system by playing a key role in assessing, managing, and overseeing the care of oncology patients especially in the realm of palliative care. The primary purpose of this project is twofold: prepare DNP faculty to integrate palliative care content into DNP curricula and prepare DNP graduates to provide palliative care to oncology patients. (2) An evidence-based palliative oncology care curriculum and teaching materials for use by DNP faculty and clinicians was developed and disseminated through four national workshops from 2014 to 2016 to 184 DNP faculty/clinicians. These workshops entailed two full days of educational interventions that included lectures, videos, case studies, role play, discussion panel, and networking. The participants were competitively selected with a pre-assessment survey with goals describing implementation plans into DNP curriculum/clinical practice. (3) The curriculum was evaluated post course with over 95% of the participants rating the information excellent in addressing oncology palliative care issues. Preliminary findings of the dissemination of the education with implementation into DNP education/clinical practice gathered at 6, 12, and 18 months follow-up have shown successful dissemination with an outreach to over 3000 advanced practice students/clinicians. The most noted challenge was time in implementing; with over 50% reporting that materials received at the course made it easy to place into existing curriculum/practice. (4) This innovative program is the first effort to integrate palliative care into DNP curricula, incorporates palliative care as essential to the DNP’s role, and addresses the increasing oncology workforce dilemma by focusing on education and role of DNPs in quality palliative care. Learning Objectives: The participant shall be able to (1) Discuss the opportunities for DNPs to meet the anticipated future shortage of cancer providers. (2) Decribe the framework to incorporate palliative oncology care into DNP education. References: American Society of Clinical Oncology. (2014). State of cancer care in America: 2014. Accessed March 30, 2017

from: http://ascopubs.org/doi/abs/10.1200/jop.2014.001386. Chism, L.A. (2016). Leadership, collaboration, and the DNP graduate. In L.A. Chism The doctor of nursing practice: a guidebook for role development and professional issues, 3rd edition. Burlington, MA: Jones & Bartlett. Institute of Medicine (IOM) (2013). Delivering high-quality cancer care: charting a new course for a system in crisis. Accessed March 23, 2017 from http:// www.nationalacademies.org/hmd/Reports/2013/Delivering-High-QualityCancer-Care-Charting-a-New-Course-for-a-System-in-Crisis.aspx. Institute of Medicine (IOM). (2014). Dying in America: improving quality and honoring individual preferences near the end of life. Accessed March 23, 2017 from http://www.nationalacademies.org/hmd/Reports/2014/Dying-InAmerica-Improving-Quality-and-Honoring-Individual-Preferences-Nearthe-End-of-Life.aspx.

P16-B: Teaching the Teachers: Interdisciplinary Collaboration to Improve Organizational Health Literacy Laura Paloubis1, Allison Reichel2, Julia Vishnevetsky2, Chasity Walters2 1 Memorial Sloan Kettering Cancer Center, Bayside, NY, USA; 2Memorial Sloan Kettering Cancer Center, New York, NY, USA Abstract: Background/purpose: Low health literacy affects one third of Americans, resulting in adverse health outcomes. However, research shows that there are gaps in awareness and knowledge of low health literacy among nurses, physicians, and other health professionals. The goal of this project was to enhance the Department of Integrative Medicine’s educational resources by collaborating with their interdisciplinary team and equipping them with the tools and techniques to improve the understandability of their health information. Description: We took inventory of Integrative Medicine’s About Herbs resources which contain information about the uses of herbs, vitamins, and supplements. Samples of the materials were evaluated using the Patient Education Materials Assessment Tool (PEMAT), scoring low in understandability (57%) and actionability (69%). Additionally, readability of the material was scored at an average of 12.7 using the Simple Measure of Gobbledygook (SMOG). Following our assessment, we used the About Herbs resources as the framework to develop a comprehensive toolkit. This toolkit identified best practices for delivering patient education using specific examples from About Herbs. It also outlined how to use the PEMAT and readability formulas. We then held an interdisciplinary virtual meeting to educate the Integrative Medicine team using the toolkit. Evaluation: Integrative Medicine will use the toolkit to improve the understandability, actionability, and readability of their About Herbs material. The rewritten resources will be evaluated using the PEMAT and SMOG. The toolkit’s effectiveness will be evaluated by comparing the resources’ PEMAT and readability scores before and after revision. Usefulness: Educating health professionals on the use of tools, such as the PEMAT, can help them provide clear and effective patient education. Using their own resources as a framework can help identify specific areas for improvement and reinforce best practices. This process was completed by our inhouse health education specialists and can be replicated by other institutions. Learning Objectives: The participant shall be able to identify one way they can collaborate with other departments in their institution to improve organizational health literacy. The participant shall be able to identify one way to evaluate their own patient education materials. References: Coleman, C., & Fromer, A. (2015). A health literacy training intervention for physicians and other health professionals. Family Medicine, 47(5), 388–392. Howard, T., Jacobson, K. L., & Kripalani, S. (2013). Doctor talk: Physicians’ use of clear verbal communication. Journal of Health Communication, 18(8), 991–1001.

P17-A: The Éxito! Latino Cancer Research Leadership Training Program: Implementation and Results (2011–2016) Amelie Ramirez, Kipling Gallion, Arely Perez

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University of Texas Health Science Center-Institute for Health Promotion Research, San Antonio, TX, USA Abstract: Background/purpose: The field of cancer control research continues to lack ethnic diversity, especially Latino representation. Latinos have not pursued doctorates in public health and the health sciences at the same rate as other racial/ethnic groups [1]. Latinos received 6% of all doctoral degrees compared to 74% for Whites and 7% for Blacks [2]. Éxito! Latino Cancer Research Leadership Training, funded by the National Cancer Institute, aims to increase the number of Latinos pursuing a doctoral degree and a career in Latino cancer health disparities (CHD) research. Description: To accomplish the program’s goals, Éxito! utilizes a three-part implementation approach: recruitment via partnerships/ universities; a 5-day summer institute (SI); and paid internships. Each year, 25 master’s-level students or master’s-level health professionals are selected to participate in an intensive 5-day SI lead by recognized leaders Latino CHD research where attendees receive resources, tips, and motivation to apply to and complete a doctoral program. A smaller subset of SI attendees and program alumni compete for 10, 6-month internships in Latino CHD research. Evaluation: From 2011 to 2016, we recruited 126 SI participants and awarded 28 internships. Results from the SI experience demonstrated a significant improvement in academic selfefficacy, as well as improvements in confidence towards applying to a doctoral program in the next 5 years. Internship survey findings demonstrated significant improvements on all measured domains in students’ research skills. Thirty (24%) of our alumni are currently enrolled in a doctoral program. Usefulness: Over the last 6 years, Éxito! has proven successful in its goal to foster confidence in Latino students ability and desire to pursue and complete a doctorate and career in cancer control research. Strengthening the pipeline for Latinos is critical for ensuring the next generation of health practitioners and researchers is representative of the US population to reduce health disparities and improve health equity. Learning Objectives: The participant shall be able to identify the need to increase the pipeline of master’s-level Latino cancer health disparity researchers. References: Lopez, Mark, and Richard Fry. 2013. Among recent high school grads, Hispanic college enrollment rate surpasses that of whites | Pew Research Center. US Department of Education Statistics; National Center for Education. Degrees conferred by sex and race. 2012

P18-B: The Clinical Quality Control Course: Improving the Knowledge about Quality of Mammography Thiago Silva, Gisele Ribeiro, Renato Caron, Gerson Lúcio, Fabiana Cristina da Conceição, Silvia Maria Sabino Barretos Cancer Hospital, Barretos, São Paulo, Brazil Abstract: With the increase of breast cancer incidence worldwide and the large gaps in image quality coupled with deficiencies in radiological services, it is necessary to offer some training programs to improve the quality of the mammography, contributing to the reduction of breast cancer mortality rates in different population. In order to train professionals capable of assessing mammography quality, the Clinical Quality Control course based on the European Guideline was performed for breast radiologists in Brazil. For the training, the student answer a questionnaire about quality control of mammography and receives a tablet device containing a list with 100 access numbers of different mammographic images of Barretos Cancer Hospital’s database for evaluation. Subsequently, they are encouraged to find the failures of the mammographic images (each one in one workstation), based on craniocaudal and mediolateral oblique views in both lateral sides. Only the items in “non-conformity” are checked using this app. The tablet device app is programed to show the results at the end of mammographic image evaluation, i.e., when finished, the training students are able to confirm (with green color for correct and red for wrong responses) their performance in this activity. In the last 4 years (from 2013 to 2016), 10 courses have been developed and 136 professional were trained. Only 37.6% of them reported some previous knowledge about quality control of mammography. At the

end of the course, the performance of the students was assessed by (i) computing the number of right answers in the tablet device app and by (ii) a final test. The average score were 92 and 80.1% for answers in the tablet device and final test, respectively. So, the students became remarkably clever to evaluate the exams with major diagnostic criterion and to train and guide their team to perform mammography with high diagnostic quality. Learning Objectives: The students shall be able to evaluate the exams with major diagnostic criterion and to train and guide their radiology technicians to perform mammography correctly. The technicians, which in turn, shall be able to perform mammography with high diagnostic quality, increasing the rate of early diagnosis of breast cancer with all the screened women being benefited. References: 1: Mercieca N, et al. Mammographic image reject rate analysis and cause—a national Maltese study. Radiography (Lond). 2017 Feb; 23(1):25–31. 2: Vasiljevic S, et al. The importance of quality control in the implementation of breast cancer screening program in the Health Center Zemun. J BUON. 2016 Jan–Feb; 21(1):42–5. 3: Hofvind S, et al. Audit feedback on reading performance of screening mammograms: an international comparison. J Med Screen. 2016 Sep; 23(3):150–9. 4: DE Souza Sabino SM, et al. Implementation of a clinical quality control program in a mammography screening service of Brazil. Anticancer Res. 2014 Sep; 34(9):5057–65.

P19-A: Lung Cancer Support Group Troubleshooting Guide Kate Abramson Lung Cancer Alliance—Washington, DC, Washington, DC, USA Abstract: Individuals with lung cancer have high levels of distress, more unmet support needs, and prefer lung cancer-specific support groups more than patients with other types of cancer. However, lung cancer support groups can struggle greatly due to the harshness of the disease, stigma, and lack of public awareness. These support groups assist patients and caregivers in forming communities and relationships that help them through their lung cancer treatment and beyond. In 2013, LCA conducted a survey about lung cancer support groups across several countries, including the USA, to get a better understanding of how groups were functioning. We used this information to create the Lung Cancer Support Group Troubleshooting Guide. The current effort is to see how the troubleshooting guide has assisted lung cancer support groups and to update the guide for future use. Description: In 2016 and 2017, support groups were provided with the troubleshooting guide. After 3 months, facilitators were asked to complete a survey about their group and if the troubleshooting guide was effective. Evaluation: The survey was completed by 30 group facilitators from 16 states. Over 80% found the guide to be very helpful. Specifically, ideas for how to start a group and the smart tips with marketing were very helpful. Seventy-three percent have used the guide to help them in their support group facilitation. They reported that the tips on flyers and bringing in speakers contributed to group success. In addition, some facilitators reported that having a yearly survey on support groups and making the results available to participants would be helpful. Usefulness: We are currently revising the troubleshooting guide based on survey feedback to enhance its effectiveness for facilitators. We will then redistribute the guide to lung cancer support group facilitators and continue to elicit feedback about its usefulness. Learning Objectives: The participant shall be able to do identify at least two characteristics of lung cancer patients that make their needs unique compared to the general cancer population. The participant shall be able to identify strengths and weaknesses with support group development and maintenance. The participant shall be able to create a strategy for improving support group functioning. References: Zabora J, BrintzenhofeSzoc K et al. The prevalence of psychological distress by cancer site. Psycho-Oncology 2001; 10:19–28. Price, Melanie, et al., Support and training needs of cancer support groups leaders: a review. Psycho-Oncology 2006; 15: 651–663.

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P20-B: Assessment to Programming: Responding to the Needs of the Lung Cancer Community Maureen Rigney, Jennifer King, Kate Abramson Lung Cancer Alliance, Washington, DC, USA Abstract: Background: Research indicates people diagnosed with lung cancer have greater unmet supportive care, and physical and emotional needs compared to those with other cancers. But much of the research is older, involved small numbers of newly diagnosed patients, and focused on treatment options, not practical and psychosocial needs. Methods: To more fully understand current unmet needs of lung cancer survivors, an online survey was distributed between November 9, 2015 and February 8, 2016. Of 820 respondents, 471 were lung cancer patients/survivors with 349 loved ones. Respondents were asked for treatment histories, the availability/use of specific services, and to identify the most prevalent and problematic symptoms/side effects experienced during treatment, shortly after treatment ended and at 5+ years post-diagnosis. They were also asked which were most problematic during each time period. Results/findings: With an overall 72% completion rate, over 21% of survivor-respondents were diagnosed 5+ years prior. Patients/survivors rated anxiety, fatigue, and shortness of breath as most challenging in the immediate, post-treatment, and long term. During treatment, gastrointestinal issues including constipation, diarrhea, and nausea were also highly problematic. All groups reported physical effects were significantly more problematic during treatment but deemed emotional effects more difficult to manage post-treatment and in the long term. In open-ended questions, nearly 25% of respondents indicated they received inadequate information/assistance to manage physical and emotional reactions, both during and after treatment. Only 27% of respondents had a discussion about palliative care, just over 20% having received it. Discussion: The survey affirmed that assistance managing lung cancer’s symptoms and treatment side effects is an unmet need in the lung cancer community. To help meet this need, the only four-part webinar series to focus solely on lung cancer was developed. The series includes materials to help participants understand the causes of the top four reported issues, medical interventions and holistic, and practical tips that can be used immediately. Learning Objectives: The participant shall be able to identify the primary needs identified by those in treatment and long-time survivors of lung cancer and their loved ones and recognize opportunities for meeting those needs. References: Giuliani, M. (2016). The prevalence and nature of supportive care needs in lung cancer patients. Current Oncology, 23(4), 258–265. Kumar, P. (2012). Utilization of supportive and palliative care services among oncology outpatients at one academic cancer center: determinants of use and barriers to access. Journal of Palliative Medicine, 15(8), 923–930.

P21-A: Providing Patient Education through Electronic Medical Record Systems—Linking Patients and their Health Care Team with a Custom, Mobile-Friendly Website Using NCI Resources Colleen Baggs1, Celia Muench2, Ed Miller2 1 Essentia Health, Duluth, MN, USA; 2CancerHelp Institute, Wilmette, IL, USA Abstract: Background: Having patient education tools that are easy to access for both health care providers and patients/family members is critical. For health care providers, complicated or time-consuming tools often do not get used. Easy-to-use tools such as Smart Phrases within the EMR System give staff an easy way to link to cancer topics for patient education. Essentia Health utilizes a custom, mobile-friendly website for cancer patient education using NCI resources called CancerHelp Online. Linking to this patient education from Essentia Health’s EMR helps both staff and patients. Description: Essentia Health has implemented four ways that CancerHelp Online patient education resources can be integrated from MyHealth, their EMR system. (1) Physicians and Nurses can

easily respond to patient inquiries through MyHealth. For questions about washing vegetables, the EMR was used to send links to the CancerHelp Online site to the NCI’s Fact Sheet page and to the home page. (2) Smart phrases within the EMR have been created for nurses to add CancerHelp Online links to recommended content using a pop-up menu. Patient education medical illustrations from the NCI’s Treatment Statements in English and Spanish can be copied and pasted into patient’s After Visit Summary (AVS). (3) A Physician Resources Link to CancerHelp Online was added to MyHealth. This puts CancerHelp Online in a convenient place for physicians to easily open and provide education, utilizing the medical illustrations at the time of face-to-face appointments. (4) Links to all NCI and Essentia Health Resources from CancerHelp Online can be copied into any MyHealth EMR communication. Evaluation: Essentia Health’s MyHealth EMR is a valuable link to patient education for cancer navigators, physicians, and other staff. Essentia Health’s CancerHelp Online website is evaluated by: total page views by topic of NCI/ Essentia Health resources. Usefulness: Essentia Health’s experience with linking to patient education with their EMR can be adopted by any other cancer center. Learning Objectives: The participant shall be able to identify at least two ways that Electronic Medical Records can be used to link to custom online patient education resources from a custom patient education website with NCI resources helping both staff and patients. References: Ammenwerth E., Schnell-Inderst P., Hoerbst A. (2012), The impact of electronic patient portals on patient care: a systematic review of controlled trials. J Med Internet Res, 14(6):e162. Camerini, L., Camerini A.L., Schulz, P. (2013), Do participation and personalization matter? A model-driven evaluation of an Internet-based patient education intervention for fibromyalgia patients. Patient Education and Counseling, Volume 92, Issue 2, 229–234. Rider, T., Malik, M., Chevassut, T. (2014) Hematology patients and the Internet—the use of on-line health information and the impact on the patient–doctor relationship. Patient education and counseling, Vol. 97, Issue 2, 223–238.

P22-B: Telenicotine Program for Homeless Shelter Clients: a Pilot Program to Educate Professionals and Expand Community Outreach Maria Grabowski, Michele Yates UT Southwestern, Dallas, TX, USA Abstract: Background/purpose: The goal of this project is to expand cancer prevention offerings utilizing innovative telemedicine technology for an under-served community homeless shelter. Nicotine addiction is difficult to stop. Lower socioeconomic populations have higher usage. Since cancer is linked to nicotine use, cancer prevention is key. Our cancer center mission includes outreach, prevention, and telemedicine. A local homeless shelter sought assistance for clients who needed to be nicotine-free to secure permanent housing. This was an opportunity to expand our telenicotine education in a challenging outreach setting and to train community nicotine cessation facilitators. Description: Certified facilitators provide a standard nicotine cessation education in four weekly sessions to clients in a group setting, through two-way video interaction. This program has been enriched by emphasis on healthy diet and exercise and education on economic and health benefits of nicotine cessation. Selected clients are referred for management including free nicotine replacement and medications. The telemedicine-based interaction is also used to provide mentored training for community health educators and medical students in nicotine cessation. Trainees learn effective communication adapted to needs of under-served clients. Evaluation: Eight of the ten clients in this pilot phase were nicotine-free at the end of the 4-week program. Four newly educated community health staff felt confident to provide ongoing services independently. Medical students expressed increased confidence in educating nicotine addicted clients and providing community resources. The program allowed us to modify existing processes and to refine telenicotine education delivery to accommodate an

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under-served population. Usefulness: Telenicotine is an innovative tool to reduce cancer incidence by extending prevention outreach using existing resources. This delivery method can individualize nicotine education, provide cessation support, and help achieve healthier lifestyles. Learning Objectives: The participants shall be able to identify at least two key components required to implement a successful telenicotine program for the under-served. The participants shall be able to identify two advantages of educating telenicotine facilitators and expanding community access. References: Battaglia, C., Benson, S.L., Cook, P.F., & Prochazka, A. (2013). Building a tobacco cessation telehealth care management program for veterans with posttraumatic stress disorder. Journal of the American Psychiatric Nurses Association. First Published May 3, 2013. Retrieved from http://journals.sagepub.com/doi/abs/10.1177/ 1078390313483314. Richter, K.P., Shireman, T.I., Ellerbeck, E.F., Cupertino, A.P., Catley, D., Cox, L.S., Preacher, K.J., Spaulding, R., Mussulman, L.M., Nazir, N., Hunt, J.J., Lambert, L. (2015). Comparative and cost effectiveness of telemedicine versus telephone counseling for smoking cessation. J Med Internet Res v.17(5); 2015 May; 17 (5): e113 PMC4468596. Published online May 8, 2015. doi: 10.2196/jmir.3975. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/ articles/PMC4468596/

P23-A: Evaluating Pre-internship Distance Mentoring Activities as a Strategy to Enhance Summer Cancer Research Experiences for Minority Students Adam Kisailus Roswell Park Cancer Institute, Buffalo, NY, USA Abstract: Background/purpose: Summer undergraduate research experience programs at comprehensive cancer centers such as Roswell Park Cancer Institute play an important role in providing immersive mentored research training to students in order to encourage entry into advanced education programs and careers in biomedical research. These programs aim to create a diverse professional workforce to reflect demographics of the patient population it will serve. Mentorship is a key factor in serving to promote both entry and retention of under-represented minority students in advanced degree programs. However, the fostering of robust mentor-mentee relationships is limited by the extramural and short-term nature of summer research programs conducted at non-traditional academic research institutions such as cancer centers. Description: To address this problem. Roswell Park Cancer Institute developed an academic partnership with Howard University, an HBCU, to enhance summer research experiences for minority students by providing academic year mentoring activities preceding the summer research experience, with the aims of enhancing skill development, cancer science career intent, cancer literacy, and summer project productivity. The Cancer Scholars Program expands the curriculum of the Howard University Honors program by including Roswell Park faculty as mentors for thesis research. Mentors direct Cancer Scholars in background readings as part of a three-semester directed readings course sequence. Sessions take place in a virtual conference room once each week. Students critically review background literature related to their research project with their mentors and progress towards conceptualizing and formulating their summer research project. Evaluation: Preliminary survey and knowledge test data suggest that extended mentoring activities (treatment group) elicit increases in cancer knowledge and student research skill self-efficacy over the non-treated peer group. Usefulness: Overall, pre-internship distance mentoring represents a feasible model to make enhanced mentored summer research experiences accessible to minority students at non-traditional academic research centers. Learning Objectives: The participant shall be able to use the pre-itnernship distance mentoring program blueprint provided to develop and implement their own program for students from underrepresented minority backgrounds. The participant shall be able to identify at least three enhancements to summer research experiences for minority students at a comprehensive cancer center. References: 1. Joseph A.

Whittaker and Beronda L. Montgomery. Oct. 2012. Cultivating diversity and competency in STEM: challenges and remedies for removing virtual barriers to constructing diverse higher education communities of success J. Undergrad Neurosci Educ. 11(1):A44-A51. 2. Marcus Glenn, Levon T. Esters and Michael S. Retallick. Mar. 2012. Mentoring perceptions and experiences of minority students participating in summer research.NACTA Journal. 56.1:p35.

P24-B: Implantation of Training Program for Community Health Workers through E-learning Gerson Lúcio, Fabiana Cristina da Conceição, Thiago Silva Hospital de Câncer de Barretos, Barretos, São Paulo, Brazil Abstract: Cancer is considered a public health problem in Brazil. For the years 2016–2017, the International Agency for Research on Cancer (IARC) estimates 600,000 new cases. Therefore, the need for preparing professionals of primary healthcare to act in cancer education is highlighted. Hence, the Department of Cancer Education (DCE) of Barretos Cancer Hospital (BCH) developed an e-learning training program for community health workers to enable them to act on education and primary and secondary prevention aiming to minimize this incidence and encourage early cancer diagnosis. Firstly, DCE searched for, selected, and designed an e-learning course with the help of a BCH expert team. The course comprises 14 classes, lasting 15 min on average, divided in five modules approaching the topics: I—Introduction to Cancer; II—Primary Prevention; III—Screening in Cancer 1; IV— Screening in Cancer 2; and V—Additional Information on Childhood Cancer and Palliative Care; with a test in the end each module with five multiple choice questions, comprising 10 h in total. After that, a cancer education program was developed, in partnership with BCH Prevention Department, along with the Health Regional Department, for the course to be given in 18 cities in the region of Barretos. The program has been applied in 8 of the 18 cities, between 2016 and 2017, reaching 224 community health workers. In the learning assessments, 70% of the students have got a grade of 5, in a score of 0 to 10. However, they are encouraged to get at least 7. It could be seen that the project is useful because it makes contents more available at a smaller cost, for a larger number of people, easier access to cancer experts, and, also, it introduces simpler people to digital culture. Learning Objectives: To make a training program on cancer education available for the community health workers for all of Barretos region, through a semipresential e-learning course; The course aims to prepare agents to act in the poorer communities teaching people about the dangers of lack of self-care and encouraging attention to quality of life; Enlarge the spread of information regarding cancer for a larger number of professionals and people in general at a low cost. References: 1. World Cancer Report 2014. Edited by Bernard W. Stewart and Christopher P. Wild. Lyon, 2014. International Agency for Research on Cancer, 2014. ISBN 978–92–832-0443-5. 2. Diretrizes para Capacitação de Agentes Comunitários de Saúde em Linhas de Cuidado Ministério da Saúde, Secretaria de Gestão do Trabalho e da Educação na Saúde, Departamento de Gestão da Educação na Saúde. – Brasília - Brasil: Ministério da Saúde, 2016. 46 p.: il. ISBN 978-85-334-2453-1.

P25-A: Relaxation During Treatment: a Program for Meditations on Preloaded Listening Devices at a Comprehensive Cancer Center Jeff Yancey, Carrie Arnold, Jena Andrus, Donna Branson, Lara Niederhauser, Anna Martinez, Niki Vossberg, Allison Elmer, Liliana Mulato, Garrett Harding Huntsman Cancer Institute, Salt Lake City, UT, USA Abstract: Cancer patients experience anxiety and stress before, during, and after their appointments. Meditation and guided imagery can often help patients to manage stress related to discomfort or uncertainty. Often, patients use recorded programs on tapes, CDs, MP3 players, or apps to structure a

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meditation or relaxation session. Our learning resource center has provided materials with mindfulness meditation and guided imagery for patients through a lending library. Unfortunately, circulating tape or CD players became impractical and expensive due to damage and loss while many patients were looking for resources to ease anxiety for their appointments that day. The purpose of this program was to supply a portable relaxation recording to help ease emotional concerns for same-day appointments. In 2011, the learning resource center purchased several copies of meditation and guided imagery recordings preloaded onto portable MP3 players. These recordings include a variety of topics directly related to stress and anxiety resulting from a cancer diagnosis and treatment. Quickly, these portable players become among the most highly circulated items in the library collection with patients frequently referred to these items by physicians, nurses, social workers, and peers. The impact has been demonstrated in their popularity. For many titles available on portable device and CD, the portable device circulations have exceeded those available otherwise. Although the cost of the portable device is higher than the CD version, inventory control methods, patient education at checkout, and regular maintenance of the devices has reduced the number of devices lost thus aiding to sustain the program. Recorded devices are available through online purchase and can be customized. Devices can be circulated without a system for checkout and can be coordinated at the clinic, unit, or provider level. There are a number of topics available through several sources and in a variety of languages. Learning Objectives: At the end of the presentations, the participant shall be able to identify two simple solutions for helping patients and their loved ones ease anxiety during appointments. References: Soo, M.S., Jarosz, J.A., Wren, A.A. Soo, A.E., …& Shelby R.A. (2016) Imaging-guided core-needle breast biopsy: Impact of meditation and music interventions on patient anxiety, pain, and fatigue. Journal of the American College of Radiology. 13(5):526–34. doi: 10.1016/j.jacr.2015.12.004. Chang, Y.H., Oh, T.H., Lee, J.W., Park, S.C., Seo, I.Y., Jeong, H. J., & Kwon, W.A. (2015). Listening to music during transrectal ultrasound-guided prostate biopsy decreases anxiety, pain and dissatisfaction in patients: a pilot randomized controlled trial. Urology International. 94(3):337–41. doi: 10.1159/000368420.

P26-B: Phytotherapy in Pediatric Oncology Between Confidence and Mefiance Samira Aggoune, Farida Mokhtari Pediatrics, Algiers, Algeria Abstract: Background: The use of oral alternative medicines (MACs) by cancer patients is common. While the frequency of use is generally high in adults and is between 18 and 83% according to the authors, it is also in children, at the instigation of their parents. Indeed, in children with cancer, the frequency is 24 to 90% according to different studies. Methods: In our department, despite the fact that the questioning of the parents most often comes up against a negation “apart from chemotherapy I give nothing”, but it was found that many mixtures were given to the children, either in the form of balls, herbal teas, or skin applications. Results: The most commonly used alternatives in our service are verbena, honey, nigella seed, graviola in decoction or in tablets, and more recently, local topicals based on old olive oil and macerated butter, for erythrodermia post chemotherapy. It has been observed that some of these practices may be risk-free and for others, may be life-threatening. An Algerian memory report was also analyzed, as well as the statistics obtained from the “poison center of Algiers” on a 13-year retrospective study (from 1991 to June 2004) of 28,221 calls including 114 therapeutic injections (11.2%) and 17 calls for information on plant toxicity. It was found that 82% responded that they did not inform the attending physician, 14 deaths were collected by the antipoison center during this period, the imputability to the plant being uncertain in one case and doubtful in two other cases. Discussion: Phytotherapy is very well answered in Algerian society. The estimate in the pediatric oncology services is difficult to pin down the exact number of parents using this practice has not been accurately ascertained, it is believed that our nurses or service psychologists

investigation. Learning Objectives: Why do people go to herbal medicine and what are the risks and consequences of these? The use of medicinal plants in Algeria is due to complex factors, such as declining socioeconomic status; a wide variety of cultural contexts; psychological and spiritual or functional conditions (anxiety, depression, physical symptoms); and sometimes, the dissatisfaction of conventional medicine and the legal vacuum that governs the sale of medicinal plants and the function of herbalism. References: 1. Karalı Y, Demirkaya M, Sevinir B (2012) Use of complementary and alternative medicine in children with cancer: effect on survival. Pediatr Hematol Oncol 29(4):335–44. 2. Van Hunsel FP, Van Grootheest AC (2013) Adverse reactions to herbal remedies: analysis of reported adverse reactions in the Netherlands. Ned Tijdschr Geneeskd 157(47) A6615. 3. Ali AZ, Younes L, Yassir B (2013) Enquête sur les aspects toxicologiques de la phytothérapie utilisée par un herboriste à Fès, Maroc. Pan Afr Med J 14:125.

P27-A: We Are Family; A Learning Tool for Caregivers on the Day of Surgery Lauren Faure1, Allison Reichel2 1 MSKCC, New Fairfield, CT, USA; 2Memorial Sloan Kettering Cancer Center, New York, NY, USA Abstract: Background/Purpose: Waiting for a loved one to come out of surgery is stressful for many caregivers. To help alleviate the worry associated with this wait, Nurse Liaisons circulate between the OR and waiting areas to periodically update patient’s caregivers on the progress of their loved one’s surgery. However, we found these updates were having a negative effect on caregivers who had little knowledge of the specific surgical procedure. This was most noticeable with complex procedures such as pancreaticoduodenectomies (Whipple Procedure) and esophagectomies (Ivor Lewis procedure). We realized that, although caregivers receive preoperative education, not all stakeholders are present for the teaching, and not all knowledge is retained. Description: To facilitate meaningful and beneficial intraoperative updates, we created a template for surgery-specific educational resources focused on caregiver needs on the day of surgery. The template includes a description of the surgery, a summary of what to expect on the day of surgery, and information on the nurse liaison role. The resource will be given to caregivers on the day of surgery. The first of these resources, The Whipple Procedure: A Brief Overview for Family and Friends was published in July 2016. The second, Esophagectomies: A Brief Overview for Family and Friends, is in development. Evaluation: To evaluate their utility, we created a companion survey to be distributed along with the resources. Data collection is underway. However, feedback thus far suggests that the resource increases caregivers’ understanding of the surgery, helps them feel more prepared while waiting, and improves their experience on the day of surgery. Usefulness: Providing education to caregivers on the day of surgery may help reduce worry during waiting times. We believe this tool can be easily tailored and implemented in any surgical setting and its usefulness is not predicated on having a nurse liaison program. Learning Objectives: The participant shall be able to identify two reasons for the need of surgeryspecific teaching on the day of surgery. The participant shall be able to identify two positive outcomes of providing day-of-surgery education to caregivers. References: Kennedy, BM, Jallgam, V, Conish, BK, Johnson, WD, Melancon, B. (2017). Exploring patient, caregiver, and healthcare provider perceptions of caring for patients with heart failure: what are the implications? Ochsner Journal 17(1): 93–102. Willenberg E, Ferrell B, Koczywas M, DlFerraro C (2017). Communication coaching: a case study of family caregiver burden. Clinical Journal of Nursing 21(2): 219–225.

P28-B: Developing Self-Management Patient Education Materials from Clinical Guidelines—Exercise and Sexual problems in Cancer Colleen Fox1, Sarah McBain1, Karen Karagheusian1, Lesley Moody1, Tamara Harth2

J Canc Educ 1 Cancer Care Ontario, Toronto, ON, Canada; 2Sunnybrook Odette Cancer Centre, Toronto, ON, Canada.

Abstract: Background: The Patient Education program at Cancer Care Ontario (CCO) is developing health literate education materials as companions to the Program in Evidence-Based Care’s clinical guidelines, entitled “Exercise for people with cancer” and “Interventions to address sexual problems in people with cancer”. This work reflects CCO’s commitment to support clinical guidelines with health literate patient education materials, as requested by members of CCO’s Patient and Family Advisory Committee and stakeholders from CCO’s clinical committees. Description: Recommendations from the clinical guidelines form the basis of the patient guides with a focus on patient self-management. A patient advisory group and a clinical working group were created to develop the content of the guides from both a patient and expert perspective. Through a series of meetings, the clinical guideline recommendations were examined by both groups to decide if there was a component that could be supported by self-management. If so, a modified recommendation was included in the patient guide. In addition, both patients and clinical experts filled out the content with recommendations from personal and clinical experience. Consensus on final content was reached through both groups and the final drafts were given sign off on by an expert Clinical Advisory Group. Evaluation: Evaluation of the guides is a two-pronged approach. A patient survey will be circulated to 14 Regional Cancer Centers with an aim of N = 15 from each centre for a total N = 210 comprising patient feedback from across the province. In addition, a qualitative approach will be taken to gather feedback from healthcare providers to explore the utility of the patient guides as a teaching tool. Usefulness: The method for producing health literate materials based on clinical guidelines can be replicated by other healthcare organizations and the tools are available online and can be used by patients and healthcare providers anywhere. Learning Objectives: The participant shall be able to (1) Describe CCO’s method for producing companion patient education materials for clinical guidelines; (2) Find and use CCO’s clinical guidelines and patient education materials for exercise and sexual problems in people with cancer. References: Liira, H. et al. (2015). Patients, health information and guidelines: A focus-group study. Scandinavian Journal of Primary Health Care. 33(3), 212–219. Fearns, N. et al. (2016). What do patients and the public know about clinical practice guidelines and what do they want from them? A qualitative study. BMC Health Services Research. 16:74.

P29-A: Cancer Patient Navigators Role in Cancer Patient/Family Education Meg McCallum1, Walsh Gordon2 Cancer Program of Care, Nova Scotia Health Authority, Halifax, NS, Canada; 2Cancer Care Nova Scotia, Halifax, NS, Canada. 1

Abstract: Background: In 2001, Cancer Care Nova Scotia (CCNS) established a Cancer Patient Navigation (CPN) program in three communities in Nova Scotia, the first CPN program in Canada. The CPNs have four roles: patient/family education, symptom management/psychosocial support, practical support and care coordination. In 2004, CPN was evaluated, revealing that CPN has improved the quality of cancer care, CPN fosters collaboration and reduces duplication, CPN supports patients, a CPN network is an asset to the cancer system and there is a high satisfaction with CPN. The evaluation findings led to the expansion of the program to nine CPNs serving in all zones of the Nova Scotia Health Authority except the Central Zone. Description: CPNs use a paperbased data log to capture patient encounters. Monthly, the logs are submitted to CCNS. In 2015, the CPN data was migrated from a simple Access database to the NS Cancer Registry, which uses OncoLog as its platform. This presentation will discuss the findings of an analysis of the CPN data from 2010 to 2015. Evaluation: From 2010 to 2015, 53,272 patient issues were identified by CPN: 3% cancer system, 10%

coordination of care, 16% practical support, 33% patient education and 37% symptom management/psychosocial support. The educational needs expressed included 67% treatment information, 56% general cancer information, 45% community resource information, 40% cancer system information, 15% CPN role information and 2% drug information. Usefulness: CPNs play an important role in cancer care. They intervene or appropriately refer to resolve a variety of issues faced by patients/family. While only 3% of concerns identified by a CPN result in the identification of an underlying systems issue, the impact of systems issue identification can be substantive. CCNS refers to CPNs as ‘Canaries in the Coal Mine’, as they are often the first to identify systems issues which can be addressed through quality improvement initiatives, such as the development of oncologic emergencies guidelines. CPNs address a wide range of patient education needs. Oncologists report that patients who see a CPN are better prepared for their consult visit and treatment. Learning Objectives: Following participation in this session, participants will be able to describe the types of issues identified and addressed by CPNs abdoutline the most commonly expressed patient/family education needs. References: Cancer Care Nova Scotia. (2004). Cancer patient navigation evaluation final report. Halifax, NS: Province of Nova Scotia. Hryniuk, W., Simpson, R., McGowan, A., & Carter, P. (2014). Patient perceptions of a comprehensive cancer navigation service. Current Oncology, 21(2), 69–76. Watson, L. C., Vimy, K., Anderson, J., Champ, S., & DeIure, A. (2016). Developing a provincial cancer patient navigation program utilizing a quality improvement approach part three: evaluation and outcomes. Canadian Oncology Nursing Journal/Revue canadienne de soins infirmiers en oncologie, 26(4), 276–285.

P30-B: Engaging Public Advisors in the Development of a Palliative Care Resource Meg McCallum, Leslie Hill, Cheryl Tschupruk Cancer Program of Care, Nova Scotia Health Authority, Halifax, Nova Scotia, Canada Abstract: Background: The release of the Nova Scotia (NS) palliative care (PC) strategy in 2014 and the subsequent formation of the NS Health Authority presented an opportunity to standardize PC patient/family education resources. Description: In 2014, a scan revealed that various PC education resources were in use. CCNS created a new resource from existing resources and input from PC Consult Teams (PCCT) and Hospice Associations (HA). PCCT and HA were also asked to review the draft and complete a survey. The reviewers were generally positive about the resource and provided very constructive feedback. Some expressed concern that it contained too much detail about symptoms near death which they thought would distress patients/families. Given the sensitive nature of the PC resource, we believed it was inappropriate to use our typical patient education survey. Instead, we recruited family members to participate in a focus group. In 2015, seve bereaved family members participated in a focus group, another person provided written feedback. Unlike the providers who had reviewed the resource, family members wanted more information. One participant noted “There were parts of this book that were very emotional, which means it was saying the right things.” Evaluation: The focus group provided incredibly powerful feedback which was incorporated into the resource, including direct quotes from family members. The resource was re-circulated to the family members, PCCT, and HA. All reviewers were supportive of the changes; one family member commented ‘Thank you, you really listened and responded to our needs, I can see our contributions in the booklet’. Usefulness: Patients/families want to be involved with projects that providers believe may be too complex or distressing. Our ‘Preparing for Death and Dying’ resource was vastly enriched by engaging bereaved family members, the final version bears little resemblance to the first draft. The process we used may be readily replicated by other organizations. Learning Objectives: Following this presentation, participants will be able to (1) name the approach Cancer Care Nova Scotia (CCNS) used to engage

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public advisors in the development of a palliative care resource and (2) Describe the benefits of engaging public advisors in the development of a palliative care resource. References: Carman, K. L., Dardess, P., Maurer, M., Sofaer, S., Adams, K., Bechtel, C., & Sweeney, J. (2013). Patient and family engagement: a framework for understanding the elements and developing interventions and policies. Health Affairs, 32(2), 223–231. Longo, D. R., & Woolf, S. H. (2014). Rethinking the information priorities of patients. Jama, 311(18), 1857–1858. Steinhauser, K. E., Voils, C. I., Bosworth, H., & Tulsky, J. A. (2015). What constitutes quality of family experience at the end of life? Perspectives from family members of patients who died in the hospital. Palliative and Supportive Care, 13(04), 945–952.

P31-A: Improving Patient Education: This Binder Is for You Patricia Rizzo, Clare Sullivan, Renee Siegel, Nina Grenon, Glen Palmer, Gabriela Spear Dana Farber Cancer Institute, Boston, MA, USA Abstract: Background/purpose: Dana-Farber Cancer Institute (DFCI) providers and nurses within the gastrointestinal (GI) disease center identified patients with a new pancreatic cancer diagnosis were overwhelmed with information on the day of their consult visit. The Pancreatic Educational Binder was created to empower patients and families to manage their cancer diagnosis. The binder provides information about pancreatic cancer and related educational materials as well as available supportive resources. The content restates key concepts from the consult visit. The patient can access this information on an ongoing basis throughout the cancer trajectory. The goal of the binder it to enhance the partnership between the patient and the cancer care team. Description: A DFCI interdisciplinary team convened and created a prefilled binder with print materials for pancreatic cancer patients and conducted a 6-month pilot. During the pilot, the binder was distributed to the patients at the time of their new patient consult. The binder includes information about pancreatic cancer and treatment, as well as organizational tabs for business cards, note taking, appointment schedules, symptom management, and DFCI supportive resources. The content was taken from pre-existing DFCI teaching and resource material as well as peer-reviewed pancreatic cancer specific content. The binder is to be used as a single vehicle to collect and maintain all information for a cancer journey. Evaluation: The patients were asked to provide feedback by completing a post card survey. The first 20 survey respondents found the binder “Very Useful.” One patient commented she “loved the binder;” another said “it’s a differentiator from the other cancer center I have been to.” Within the next 2 months, the task force plans to collect 60% responses to quantify a successful outcome. For the next phase of work, the group will consider a control group to measure effectiveness. Usefulness: Early feedback suggests the pilot is successful. The task force is making plans to create a disease-specific binder for each GI patient. Learning Objectives: The participant will identify at least two advantages to a formal, standardized patient education tool. The participant will identify a patient education improvement initiative applicable to any clinical setting. References: Garcia, Sarah (2014, October). The effects of education on anxiety levels in patients receiving chemotherapy for the first time: an integrative review. Clinical Journal of Oncology Nursing. 18(5):516–21, 2014 Oct. Vaartio-Rajalin H; Huumonen T; Iire L; Jekunen A; Leino-Kilpi H; Minn H; Paloniemi J.,(2015, Sep-Oct). Patient education process in oncologic context: what, why, and by whom? Nursing Research. 64(5):381–90, 2015 Sep–Oct.

P32-B: Watch, Remember and Learn: How a 2-Min Video Can Help You Learn about Cancer Tracy Torchetti1, Brian Rodvien2 Canadian Cancer Society, Toronto, ON, Canada; 2Smarter Medical Care, Berkeley, CA, USA 1

Abstract: Making sure that people with low healthy literacy have cancer information that they can understand and act on has never been more urgent. The number of new cancer cases in Canada will rise dramatically in the next 15 years putting a greater burden on our healthcare system. This will increase the need for resources about cancer that are easy to access and easy to understand. The Canadian Cancer Society maintains in-depth information on all types of cancer in print and on cancer.ca. We follow the principles of plain language so that a wide audience can understand and use our information. But what about people whose needs are not met by written information? In partnership with Smarter Medical Care, we created a plain language video called ‘What is cancer?’ to supplement this content. Video is an educational format that is accessible and meets the needs of various kinds of learners. If done well, videos can be shared widely and reach diverse audiences in ways that text alone cannot. When information is presented in an engaging way, people are more likely to watch, remember and learn. We conducted qualitative user testing to ensure the video met its learning objectives. Participants will learn about the pilot video project and the lessons we learned in creating a short, plain language video that had to meet specific learning objectives in English and French. They will also learn about how to develop and test an educational video on a budget and how to measure the project’s success. Learning Objectives: Participants will learn about best practices for how to plan an educational video project, how to conduct quick and costeffective testing and how to make the case for videos using both test results and success indicators. References: Knowledge synthesis: best practices and future trends in cancer information provision. Robyn Sachs and Jennifer Dotchin, for the Canadian Cancer Society. November 2013. Health literacy: hidden barriers and practical strategies. Content last reviewed January 2015. Agency for Healthcare Research and Quality, Rockville, MD. http://www.ahrq.gov/professionals/qualitypatient-safety/quality-resources/tools/literacy-toolkit/tool3a/index.html

P33-A (S): Comparative Analysis for Incidence and Survival Rates of Outcomes in Pediatric Brain Cancers between the Dana Farber Cancer Institute and Children’s Hospital in Cairo, Egypt Emily Auwarter Boston University School of Public Health, Boston, MA, USA Abstract: Pediatric brain tumors, often called central nervous system (CNS) tumors, affect a large portion of children worldwide, attributing to 15% of all diagnosed pediatric cancers each year. The most common form of treatment for children with brain tumors is radiotherapy, which is commonly practiced in both low middle-income countries (LMICs) and high-income countries (HICs). Radiotherapy serves as the standard form of treatment; however, for optimal results, it is often combined with chemotherapy and/or neurosurgery. There has been limited research conducted in LMICs to accurately compare survival rates of children receiving treatments in LMICs and children receiving treatments in HICs. Differences in treatment based on varying hospital protocols can be associated with differing rates of remission in patients. To date, no studies evaluate the differences in treatment methods that can attribute to the survival rates of children diagnosed with brain cancer. This retrospective cohort study will be conducted in two hospitals including the Children’s Cancer Hospital of Egypt (CCHE) and the Dana Farber Cancer Institute of Boston, Massachusetts. The study aims to observe long-term outcomes of children treated with radiotherapy compared to other standard forms of treatment such as chemotherapy and neurosurgery. The main objective is to compare the incidence of survival between a high-income country hospital and a low middle-income country hospital. We will use the results of this study to build a foundation of future work, to break down the barriers between HICs and LMICs, and improve the access to healthcare and proper medical treatment. Learning Objectives: The participant shall be able to expand knowledge of cancer education and innovation in special populations as well as translation of epidemiology into cancer

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control and prevention interventions. References: Zaghloul, M. S. (2016). Pediatric neuro-oncology in low-/middle-income countries. Neurooncology—newer developments. doi:10.5772/63111. Ezzat, S., Kamal, M., El-Khateeb, N., El-Beltagy, M., Taha, H., Refaat, A., ... Zaghloul, M. S. (2015). Pediatric brain tumors in a low/middle income country: does it differ from that in developed world? Journal of NeuroOncology, 126(2), 371–376. doi:10.1007/s11060-015-1979-7

P34-B (S): Does Where You Live Matter in Pediatric Cancer? An Analysis of SEER: 1990–2013 Li Westman1, Amr Soliman2, Shinobu Watanabe-Galloway1, Evi Farazi1, Danstan Bagenda2, Jane Meza2, Don W Coulter3 1 UNMC, COPH, Omaha, NE, USA; 2 UNMC, Omaha, NE, USA; 3 UNMC, Pediatric Department, Omaha, NE, USA Abstract: Introduction: Cancer remains to be the leading cause of death among children and adolescents in America. Childhood cancer incidence rates have been increasing in the past. These could be worse for rural populations due to racial disparity and access to care issues. There are insufficient epidemiologic studies concerning rural-urban difference in pediatric cancer. Methods: We analyzed data from SEER 9 registries representing 26% US population to identify children and adolescents (<20 years) diagnosed with a primary neoplasm during a 24-year period. We calculated age-adjusted incidence rate (AAI) and annual percentage change (APC) for incidence time trends, stratified by age, gender, race, and rural-urban residence by RuralUrban Continuum Codes 2013. Results: We identified 29,563 childhood and adolescent cancer cases during1990–2013. The overall AAI for all malignant cases was (167.1, 95% CI = 165.2–169.0). The overall AAI for rural patients was 160.1/1000,000 (95% CI = 154.5–165.8). Interestingly, AAIs were lower in rural residents compared to urban counterparts (RR = 0.95, 95% CI = 0.92–0.99), especially for lymphoma, CNS, and renal tumors (RR = 0.91, 95% CI = 0.82–0.99; RR = 0.90, 95% CI = 0.83–0.99; RR = 0.66, 95% CI = 0.52–0.82). In addition, 15–19-year-old renal cancer patients who resided in rural areas had significant lower incidence rate compared to their urban counterparts. Further, rural African-American, Asian/ Pacific Islander, and American Indian/AK native patients had higher incidence rate in leukemia compared to their urban counterparts. For all rural residents, lower incidence rates were observed almost across all age groups, except for 0–4 and 10–14 age groups with other and unspecified malignant neoplasms. Conclusion: There were difference in AAI and incidence time trends between rural and urban residents, though some were similar. Interestingly, we observed significantly lower incidence rates among rural renal patients compared to urban patients. This may direct us to understand more about rural-urban difference due to different distribution of risk factors and reduce access to care issues and racial disparity for pediatric cancer population. Learning Objectives: The participants shall be able to understand the rural-urban difference in pediatric cancer, partly due to difference in distribution of risk factors and partly due to access to care disparity by examining time trends and comparing urban and rural pediatric cancer incidence rates. References: Fogleman AJ, Mueller GS, Jenkins WD. Does where you live play an important role in cancer incidence in the U.S.? Am J Cancer Res. 2015 Jun 15; 5(7):2314–9.e Collection 2015. PubMed PMID: 26328263; PubMed Central PMCID: PMC4548344. Siegel D, King J, Tai E, Buchanan N, Ajani U, Li J. Cancer incidence rates and trends among children and adolescents in the United States, 2001–2009. Pediatrics [serial online]. October 2014; 134(4):e945-e955. Available from: MEDLINE, Ipswich, MA. Accessed December 13, 2016.

P35-B (S): Early Death and Treatment Related Mortality of Pediatric and Young Adult Acute Leukemia between High-Income and LowIncome Countries: A Systematic Review Li Westman1, Khadija Msami2, Batool Khattab1, Amr Soliman2

1

UNMC, COPH, Omaha, NE, USA; 2UNMC, Omaha, NE, USA

Abstract: Introduction: High-income countries have achieved better overall survival rates for pediatric and young adult leukemia than lowincome countries due to advances in treatment and supportive care. The impact of this between these countries may lead to differences in incidence, pattern, and predictors for early death and treatment related mortality (TRM) for this population. Methods: Relevant studies in English were searched in Medline via Pubmed, EBSCO, and Google Scholar using these key words: nutrition, prognostic, nutrition, psycho-social, chemotherapy, radiation, rural and urban, distance to hospital, financial status of caregiver, treatment, death, mortality, childhood leukemia, pediatric leukemia, young adult, family burden, access to care, culture, willingness to treat, treatment facility, infection, treatment abandonment, and technical challenges. Search was limited to children and young adults (age ≤21) and setting in (Australia, USA, Britain, France, El Salvador, Central America, Pakistan, Lebanon, Indonesia, and Puerto Rico). Two independent reviewers selected controlled human studies and evaluated quality. We resolved disagreements by consensus with a third reviewer. Results: Eighteen articles met eligibility. Low-income countries have overall higher incidence of treatment related mortality rate. There are associations between infections (bacterial and fungal) and higher TRM across all countries. For lower-income countries, hemorrhage mainly contributes to TRM of childhood and young adult leukemia patients. In addition, preexisting malnutrition, treatment abandonment in resource restricted setting, access to care related to resource limitations (technical challenges and financial resources), and beliefs (father’s masculine vulnerability and mother’s protagonism) are associated with higher treatment related mortality. For high-income countries, racial disparity in access to care is associated with higher incidence for early death and TRM. Conclusion: Higher incidence of TRM was more frequently reported in low-income countries. Studies reported various associations between factors of interest and early death and TRM among pediatric and young adult acute leukemia patients, though methodological concerns may limit results validity. Learning Objectives: The participants shall be able to understand the factors and patterns contributing to the difference in early death and TRM among young adult and childhood leukemia patients from high- and lowincome countries with this systematic review, hence, decreasing disparities in treatment outcomes. References: Abboud, M. R., Ghanem, K., & Muwakkit, S. (2014). Acute lymphoblastic leukemia in low and middleincome countries: disease characteristics and treatment results. Current Opinion In Oncology, 26(6), 650–655. doi:10.1097/CCO. 0000000000000125. Yeoh, A. J., Tan, D., Li, C., Hori, H., Tse, E., & Pui, C. (2013). Management of adult and pediatric acute lymphoblastic leukemia in Asia: resource-stratified guidelines from the Asian Oncology Summit 2013. Lancet Oncology, 14(12), e508–23. doi:10.1016/S14702045(13)70452-2

P36-A (S): Impact of Mastectomy on the Physical and Psychological Well-being of Breast Cancer Female Patients in the Gaza Strip Enas Alaloul, Mohamed Raed Elshami, Alaa Alhelu, Heba Baraka, Esraa Khader, Huda Abu Nemer, Israa Awad, Khamis Elessi, Bettina Böttcher Faculty of Medicine at Islamic University of Gaza, Gaza, Gaza Strip, West Bank and Gaza Abstract: Background: Although, studies have examined the medical and clinical consequences of breast cancer (BC) and mastectomy, this study is the first one to determine the impacts affecting the physical (PWB) and psychological wellbeing (PsWB) of BC female patients who underwent mastectomy in the Gaza Strip (GS). Methods: This was a cross-sectional study in which a total of 173 female patients who had mastectomy in GS hospitals completed a face-to-face questionnaire designed by the researchers; which contains three sections including sociodemographic data, PWB, and PsWB. The data was analyzed using SPSS software.

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Results: Among our 173 patients, the mean age was 51 years ±10. It was found that 52.6% were obese (BMI ≥30). Only 16.8% had breastconserving surgeries. In 43% of patients, the surgery was ≤1 year ago and in 31.2%, ≥4 years ago. The overall impact on PWB was by 52.2%. After undergoing mastectomy, 57.2% of cases were feeling fatigued, 48.6% were suffering from early menopausal symptoms as well as sexual dysfunction, and 42.8% had sleep disturbances. Interestingly, 33.5% claimed to have no impact on their physical condition and the PsWB was impacted less significantly after mastectomy than at time of BC diagnosis (66.4 vs. 81.8%). Discussion: In concordance with this study, Skokowska et al. (Hygeia Public Health 3:281–285, 2016) showed a decreased overall physical activity among BC patients after mastectomy. In contrast, Gardikiotis et al. (Journal of Surgery 4:143–149, 2015) reported no consequence of mastectomy on sexual functioning among BC patients. Tazhibi et al. (J Edu Health Promot 3:22, 2014) stated that the impact of BC on women’s PsWB is strongest after the diagnosis of BC which is consistent with our results. This is probably due to the natural adaptation of patients to the diagnosis. However, the rate of breast conserving surgeries is extremely low and further research to look for the causes of this is needed as soon as possible. Learning Objectives: The participants shall be able to identify the various impacts of mastectomy on physical and psychological well-being among breast cancer female survivors in the Gaza Strip. References: [1] Skokowska B, Bączyk G, Grześkowiak B, Bernad D, Bielawska A, Gacek L. Evaluation of functioning of women after mastectomy using FACT-G scale. Hygeia Public Health 2016, 51(3): 281–285. [2] Gardikiotis I, Azoicăi D, Popa M, Manole AM, Iorga M. The impact of body image and self-perceived physical ability on the well-being after mastectomy without reconstruction. Journal of Surgery [Jurnalul de chirurgie]. 2015; 11(4): 143–149 DOI:10.7438/1584–9341–11-4-5. [3] Tazhibi M, Sarrafzadeh S, Mokarian F, Babazade S, Tabatabaeian M, Rezaei P, et al. Comparison of satisfactions from mastectomy and lump ectome in breast cancer patients. J Edu Health Promot 2014; 3:22.

P37-A (S): Impact of Mastectomy on the Social Well-being and Family Dynamics of Breast Cancer Female Patients in the Gaza Strip Mohamed Raed Elshami, Enas Alaloul, Esraa Khader, Israa Awad, Alaa Alhelu, Heba Baraka, Huda Abu Nemer, Bettina Böttcher, Khamis Elessi Faculty of Medicine at Islamic University of Gaza, Gaza, Gaza Strip, West Bank and Gaza Abstract: Background: The impact of mastectomy on social well-being (SWB) and family dynamics (FD) may involve the individual, social role and perception of the usefulness of social and family support affects as reported by Gavric (American Journal of Cancer Prevention, 1:13–18, 2015). The purpose of the current study is to identify that impact and its related implications on SWB and FD. Methods: This was a crosssectional study in which a total of 173 female patients who had mastectomy in Gaza Strip (GS) hospitals completed a face-to-face questionnaire designed by the researchers; which contains three sections including: sociodemographic data, SWB and FD. The data was analyzed using SPSS software. Results: Among 173 female patients, the mean age was 51 years ±10. About 91% were unemployed, 52% had low income, and 73% were of low educational level. The overall SWB score was negatively affected by 44.2%. Seventy percent of patients had a financial impact and decreased home activities. Interestingly, 57.8% claimed that involvement in family activities was not affected after mastectomy. Shockingly, 95.4% of women worried of getting divorced due to their illness. The overall impact on FD is estimated to be by 49.2%. Surprisingly, the diagnosis of BC had an impact on sexual performance in 27.1% compared to 19.1% after mastectomy. Discussion: A study by Toum et al. (International Journal of Science, Environment and Technology 3:1154–1160, 2014) showed that there was no concern about getting divorced from women who had mastectomy which is discordant

with this study. Another study (DU Journal, Humanities and Social Sciences 1:372–379, 2015 reported a higher impact of BC on sexual performance than that of mastectomy in similar to our study. The great fear of divorce found in this study, demonstrates the insecurity of women within the society of Gaza and is possibly an expression of the lack of security in the GS. Assessing and addressing the SWB and FD among BC patients may enhance providing a holistic medical care and further research in the future can help in implementing this. Learning Objectives: The participants shall be able to determine the various impacts of mastectomy on social well-being and family dynamics of breast cancer female survivors in the Gaza Strip. References: [1] Zivana Gavric. Quality of life of women with breast cancer—emotional and social aspects. American Journal of Cancer Prevention, vol. 3, no. 1 (2015): 13–18. doi: 10.12691/ajcp-3-1-4. [2] Toum M, Ibrahim M, Zaki R, Khair A. “Postmastectomy life quality in patients with breast cancer in Khartoum” International Journal of Science, Environment and Technology, Vol. 3, No 3, 2014, 1154–1160. [3] Tamini B, Esmaeili S, Nooripour R, Hoseinian S, Danesh E, Saliminia A. Relationship between meaning of life and quality of life in patients with breast cancer. DU Journal, Humanities and Social Sciences May 2015 Vol 8 (5(1)) 372–379.

P38-A (S): The Effect of Spirituality on Breast Cancer Female Patients with Mastectomy in the Gaza Strip Mohamed Raed Elshami, Enas Alaloul, Heba Baraka, Huda Abu Nemer, Esraa Khader, Alaa Alhelu, Israa Awad, Khamis Elessi, Bettina Böttcher Faculty of Medicine at Islamic University of Gaza, Gaza, Gaza Strip, West Bank and Gaza Abstract: Background: Over the last decade, many studies have demonstrated the role of spiritual resources in improving health outcomes among a wide range of patients (Kalish 2012). However, there is limited research about the effect of spirituality on breast cancer (BC) female patients who had mastectomy in the Gaza Strip (GS). Thus, the purpose of the current study is to identify that effect and its related implications. Methods: This was a cross-sectional study in which a total of 173 female patients who had a mastectomy in GS hospitals completed a face-to-face questionnaire designed by the researchers; which contains two sections including sociodemographic data and spirituality components. The data was analyzed using SPSS software. Results: Among 173 female patients, the mean age was 51 years ±10. The overall possible positive effect of spirituality was estimated to be 83.8%. It was found that belief in destiny as well as doing devotions (praying and fasting) were helping to tolerate the new situation after mastectomy in 93 and 93.6% of patients, respectively. Interestingly, 52% of patients reported positive changes in their lives after the event of mastectomy (e.g., getting more family support and attention) and 53.8% were feeling optimistic about their future. Furthermore, 79.9% had a goal that made them strong and continued their lives normally as much as possible. Discussion: Some observational studies [1, 2] showed mixed data on the effect of spirituality as a method to generate positive feelings for the future. However, a randomized controlled trial [3] confirmed that providing BC patients with spiritual therapy had improved their spirituality and consequently their healthcare outcome. This is in concordance with findings in this study and offers a powerful, low-cost intervention in promoting wellbeing and improved quality-of-life for patients. Therefore, there is an urgent need to implement this therapy as part of the routine medical care. Learning Objectives: The participants shall be able to identify the effect of spirituality on breast cancer female patients who underwent mastectomy in the Gaza Strip and to determine if the use of positive religious coping strategies, will help patients to continue their lives after mastectomy. References: [1] Gul Pinar. Feelings and spiritual practices of patients with mastectomy: a qualitative study from Turkey. Journal of Cancer Therapy, 2012, 3, 793–796. [2] Guilherme C, Ribeiro G, Caldeira S, Zamarioli C, Oliveira-Kumakura A, Almeida A, Carvalho E. Effect of

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the “Spiritual Support” intervention on spirituality and the clinical parameters of women who have undergone mastectomy: a pilot study. Religions (2016). [3] Jafari N, Farajzadegan Z, Zamani A, Bahrami F, Emami H, Loghmani A, Jafari N. Spiritual therapy to improve the spiritual wellbeing of Iranian women with breast cancer: a randomized controlled trial. Hindawi Publishing Corporation, Volume 2013, Article ID 353262, 9 pages.

P39-B: How We Measure Cancer in First Nations, Inuit and Métis communities: a Knowledge Exchange Project CAroline Cawley, Maegan Mazereeuw, Beth Theis, Loraine Marrett Cancer Care Ontario, Toronto, ON, Canada Abstract: Background/purpose: There are three groups of people collectively recognized by the Canadian constitution as the Aboriginal peoples of Canada; First Nations, Inuit and Métis (FNIM). FNIM peoples experience disproportionately high rates of chronic conditions including certain types of cancer compared with non-FNIM peoples. This project aims to equip FNIM decision makers with greater comprehension of the population health statistics presented about their communities in reports from health agencies. Methods: The Aboriginal Cancer Control Unit at Cancer Care Ontario developed a set of educational materials (including a video webinar and a booklet of fact sheets) that explain population health statistics and why they are important. The materials introduce core measures used to describe cancer at a population level (incidence, survival, mortality and prevalence) and topics that are of particular importance to FNIM cancer statistics (e.g. age standardization, comparing cancer in populations of different sizes and methods of collecting cancer information in the absence of FNIM identifiers). A knowledge exchange process was used to develop these education-

al materials in consultation with FNIM partner organizations across Ontario. Results: Seventeen key informant interviews and focus groups were held with representatives from First Nations Political Territorial Organizations, the Chiefs of Ontario, the Métis Nation of Ontario, Inuit service provision organizations, the Aboriginal Tobacco Program, healthcare providers specializing in FNIM health and the Canadian Cancer Society. Recommendations included the need for more introductory background information on cancer risk factors and screening, and more examples of real-world cancer rates. The most challenging concepts to convey requiring several rounds of modification were age standardization and the difference between cancer incidence and cancer prevalence. Discussion: The materials developed through this knowledge exchange project can be used to provide an improved understanding of population health statistics among FNIM decision-makers to facilitate the development of system, service and research priorities. Learning Objectives: The participant shall be able to identify the four common statistical measures of cancer burden that are used in population or community level reports. The participant shall be able to identify the top two most challenging statistical concepts to understand related to measuring cancer in First Nations, Inuit and Métis populations. The participant shall be able to identify the need for educational resources to equip First Nations, Inuit and Métis decision-makers with the ability to act on the implications of research data in health planning and priority setting. References: 1. Cancer Care Ontario. Aboriginal cancer strategy III 2015– 2019. Toronto, 2015. Available at: www.cancercare.on.ca/aborstrategy. 2. Canadian Institutes of Health Research (CIHR). About us: knowledge translation. 2016. Retrieved 03/28/2017 from http://www.cihr-irsc.gc.ca/e/ 29418.html#2. 3. Estey E., Smylie J., Macaulay A. Aboriginal knowledge translation: understanding and respecting the needs of Aboriginal communities in research. Canadian Institutes of Health Research: Institute of Aboriginal Peoples’ Health; 2009. Retrieved 03/28/2017 from http:// www.cihr-irsc.gc.ca/e/documents/aboriginal_knowledge_translation_e.pdf.