Cancer advocacy in residency education: From principles to competencies.

Autor: Puschel K; Department of Family and Community Medicine, School of Medicine, Universidad Católica de Chile, Chile; Centro de Prevención y Control de Cáncer (CECAN), FONDAP Chile, Chile. Electronic address: kpuschel@uc.cl., Thompson B; Public Health Division, Fred Hutchinson Cancer Research Center, Seattle, WA, United States., Rioseco A; Department of Family and Community Medicine, School of Medicine, Universidad Católica de Chile, Chile; Centro de Prevención y Control de Cáncer (CECAN), FONDAP Chile, Chile., Leon A; Centro de Prevención y Control de Cáncer (CECAN), FONDAP Chile, Chile; Department of Surgical Oncology, School of Medicine, Universidad Católica de Chile, Chile., Goic C; Centro de Prevención y Control de Cáncer (CECAN), FONDAP Chile, Chile., Fuentes I; Centro de Prevención y Control de Cáncer (CECAN), FONDAP Chile, Chile., Vescovi Z; Centro de Prevención y Control de Cáncer (CECAN), FONDAP Chile, Chile.
Jazyk: angličtina
Zdroj: Journal of cancer policy [J Cancer Policy] 2024 Jun; Vol. 40, pp. 100470. Date of Electronic Publication: 2024 Mar 11.
DOI: 10.1016/j.jcpo.2024.100470
Abstrakt: Introduction: The global cancer burden is increasing. Current global evidence indicates there will be a 47% rise of cancer cases for the period 2020-2040. The cancer rate differential also is evident within countries and regions. Efforts have been used to reduce the health disparities; however, the inequity prevails. One potential way to help reduce the disparity is through advocacy by physicians.
Methods: Two recent systematic review articles on advocacy among physicians note that physicians are unlikely to be taught advocacy in medical education, and also note there are no advocacy competencies or skill sets that are either taught or valued in medical education. We explore literature and develop a model to understand the components of advocacy in medical education, specifically in resident training. We follow the model's main components by examining principles of advocacy, relevant domains of advocacy, and competencies and values for advocacy education.
Results: Four ethical principles of advocacy education are identified: beneficence, non-maleficence, autonomy, and justice. These principles must be applied in meaningful, culturally sensitive, respectful, and promotion of the well-being ways. Three domains are identified: the practice domain (provider-patient interaction), the community domain (provider-community collaboration), and the health policy domain (the larger social environment). Advocacy occurs differently within each domain. Finally, competencies in the form of knowledge, skills, and values are described. We present a table noting where each competency occurs (by domain) as well as the value of each knowledge and skill.
Policy Summary: The significance of including advocacy instruction in medical education requires a change in the current medical education field. Besides valuing the concept of including advocacy, principles, domains, and competencies of inclusion are critical. In summary, we encourage the inclusion of advocacy education in resident medical programs so physicians become competent medical providers at diverse levels of society.
Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.
(Copyright © 2024 Elsevier Ltd. All rights reserved.)
Databáze: MEDLINE
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