Objective To investigate the current state and the needs of knowledge learning about cancer prevention and screening methodology among the trainees of standardized resident training program, so as to provide the basis for improving the level of training. Methods A web-based survey by an anonymous questionnaire was conducted to evaluate the knowledge about cancer prevention and screening in February 2021. A total of 320 residents were investigated. The knowledge level about cancer prevention and screening was analyzed with Fisher's exact test. Results The top three risk factors which are closely related to cancer are smoking [72.2% (231/320)], infection-related factors[66.6% (213/320)], alcohol drinking [64.4% (206/320)]. However, only a few understand that excess bodyweight [26.6%( 85/320)], less fruit and dietary fiber intake [25.0% (80/320)], physical inactivity [23.4%( 75/320) ]are closely related to cancer. The percentage of correct answer on cancer screening ranges from 23.1% (74/320) to 93.1% (298/320), the lowest percentage is found on the age of beginning to screen for breast cancer in female population with average risk and the highest percentage of correct answer is found in methodology for liver cancer screening. It is found that 71.3% (228/320) residents recognized their weakness in cancer prevention and screening knowledge and 95.3% (305/320) of them claim they need the standardized training for cancer prevention and screening methodology. Conclusions Current situation of cancer prevention and screening education shows the weakness in the field of cancer prevention and screening among the trainees of standardized resident training program. There was a high training demand for cancer prevention and screening from trainees of standardized resident training program.
Ran Juntao
,
Dai Ziying
,
Wang Song
,
Li Li
,
Zheng Ya
,
Chen Ming
,
Liu Chun
. Investigation and analysis on cognizance of cancer prevention and screening knowledge by the trainees from standardized resident training program[J]. Chinese Journal of Medical Education, 2022
, 42(4)
: 367
-371
.
DOI: 10.3760/cma.j.cn115259-20210924-01201
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