Nadia Tabit, BA; Zynab Adewusi, BS; Kristina Kaljo, PhD; Abbey Kruper, PsyD, ABPP; Kristin Dowe, PhD
WMJ. 2026;125(1):36-41.
ABSTRACT
Introduction: Comprehensive cancer care requires providers to address significant psychological and social challenges, yet behavioral health is often underemphasized in early medical education. The Student-centered Pipeline to Advance Research in Cancer Careers (SPARCC) program provided a setting to enhance learners’ understanding of the psychosocial aspects of cancer by integrating behavioral health-focused sessions.
Methods: We evaluated 2 behavioral health sessions implemented as part of the SPARCC curriculum: one addressing the psychological impact of a cancer diagnosis and the other exploring the intersection of cancer and fertility. Learners completed session-specific workshop evaluations and pre- and post-program surveys assessing knowledge, attitudes, and practices. Quantitative data were analyzed using paired t tests, and qualitative responses were thematically examined to explore learner perceptions.
Results: From 2019 through 2023, 71 learners participated in the program, the majority identifying as members of groups underrepresented in medicine. Session evaluations (N = 111) showed consistently high ratings across all categories, with mean scores above 4.25 on a 5-point Likert scale and average overall session ratings above 9.0 on a 10-point scale. Thematic analysis highlighted the value of patient narratives, informal discussion formats, and attention to often-overlooked topics such as infertility and financial burden. Significant improvements were observed in learners’ knowledge of cancer diagnosis and treatment and awareness of medical mistrust in underserved populations (P < .05).
Conclusions: High learner satisfaction, improved understanding of psychosocial aspects of care, and increased awareness of health disparities suggest that integrating behavioral health and patient perspectives into early cancer education can meaningfully support learner development.