Abstract A32: Tackling cancer health disparities through science, training, and community: Generating new knowledge through continuing education

Background: Researchers, health providers, and community health workers serve as a bridge connecting the public to information and resources to aid in the prevention and control of disease. To address critical informational gaps and training needs about the intersection of culture and literacy in cancer care, we describe organizational and educational planning steps, needs assessment, community engagement methodologies, interactive learning activities, funding challenges, and process and outcome evaluation processes used to develop the national Cancer, Culture, and Literacy (CCL) biennial conference series.

Methods: Systematic local and national planning processes were used to develop the CCL series emphasizing the exchange and dissemination of information covering innovative research, novel training programs, and emerging research communications. Attention is drawn to the role of the Tampa Bay Community Cancer Network, an NCI community network program, in the contribution of community member ideas and insights for conference program content relevancy.

Results: Community-based participatory research figured prominently in planning processes that consistently resulted in drawing 275+ attendees from over 40 states. Conference themes and sessions that embody skill building and training in critical research and communications methods included: grant writing, communicating across cultures, emerging communication technologies, novel interventions that take into account culture and literacy, and cultural and contextual factors that underlie cancer disparities research. Interactive learning activities included: skill-building workshops, didactic plenary sessions, breakfast roundtables, lessons from the field, poster presentations, audience response system polling, and networking opportunities for cultivating ideas and disseminating evidence-based practices of cancer care. Community members served key roles in the planning and implementation of the conference series that attenuated unique perspectives for learning, serving on the planning committees, plenary panels, and roundtable discussions. The use of varied teaching modalities allowed for optimal information sharing and maximization of teachable moments for advancing knowledge, skills, and dialogue about factors that are critical to elucidating the roles of culture, language and literacy in the design, implementation and evaluation of successful communications, programs and interventions for diverse audiences. Evaluations indicated satisfaction and high enthusiasm with program content, wide application of the information in practice settings, and a clear need for continued opportunities to address culture, language, and literacy issues in cancer prevention and care among diverse populations.

Conclusion: There is high transferability of processes, content, and myriad learning activities to other settings and regions whereby participation is encouraged, and practice development is reinforced to enhance proficiencies needed for impacting cancer health disparities.

Citation Information: Cancer Epidemiol Biomarkers Prev 2010;19(10 Suppl):A32.