Cancer advocacy in residency education: From principles to competencies

Simple item page
dc.contributor.authorPuschel, Klaus
dc.contributor.authorThompson, Beti
dc.contributor.authorRioseco, Andrea
dc.contributor.authorLeon, Augusto
dc.contributor.authorGoic, Carolina
dc.contributor.authorFuentes, Isabella
dc.contributor.authorVescovi, Zdenka
dc.date.accessioned2025-01-20T16:18:52Z
dc.date.available2025-01-20T16:18:52Z
dc.date.issued2024
dc.description.abstractIntroduction: 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.
dc.description.funderAgencia Nacional de Investigacion y Desarrollo, Chile (ANID)-FONDAP
dc.fuente.origenWOS
dc.identifier.doi10.1016/j.jcpo.2024.100470
dc.identifier.eissn2213-5383
dc.identifier.urihttps://doi.org/10.1016/j.jcpo.2024.100470
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/90668
dc.identifier.wosidWOS:001218995900001
dc.language.isoen
dc.revistaJournal of cancer policy
dc.rightsacceso restringido
dc.subjectAdvocacy
dc.subjectPhysicians
dc.subjectPrinciples of advocacy
dc.subjectDomains of advocacy
dc.subjectPhysician competencies
dc.subjectKnowledge
dc.subjectSkills
dc.subjectValues
dc.subjectAdvocacy model
dc.subject.ods05 Gender Equality
dc.subject.ods03 Good Health and Well-being
dc.subject.odspa05 Igualdad de género
dc.subject.odspa03 Salud y bienestar
dc.titleCancer advocacy in residency education: From principles to competencies
dc.typeartículo
dc.volumen40
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
Files
Collections
Artículos de revistas