Evaluating a service-learning program: benefits of integrating medical students into school cancer education on teaching skills and cancer knowledge

Abstract

Abstract Background Integrating medical students into school cancer education programs as service-learning is a promising strategy. This study assessed the impact of such programs and evaluated their effectiveness in improving students’ teaching self-efficacy and understanding of cancer. Methods Medical students participated in observations, lectures, preparation, and teaching sessions under the supervision of an experienced oncologist. Effectiveness was measured by comparing the pre- and post-test scores for the Physician Teaching Self-Efficacy Questionnaire (PTSQ) and the Japanese Cancer Intelligence Quotient (JCIQ). Additionally, cancer literacy (JCIQ-Literacy) among pupils was measured before and after the program to compare outcomes in lecturer type: physicians or medical students. An analysis of covariance (ANCOVA) was conducted to adjust for baseline differences in literacy scores. Results Medical students ( N = 23) showed significant improvements in teaching self-efficacy (self-regulative: pre-score = 2.58, post-score = 3.07, p < 0.01; dyadic-regulation: pre-score = 2.33, post-score = 2.90, p < 0.01) and cancer-related knowledge and literacy (JCIQ-Knowledge: pre-score = 39.9, post-score = 42.9, p < 0.01; JCIQ-Literacy: pre-score = 28.2, post-score = 37.2, p < 0.01). Pupils ( N = 1,210) also improved their cancer-related literacy, with no significant difference between physician- and student-led programs (33.4 vs. 33.1, p = 0.66; ANCOVA: F (1, 1207) = 1.85, p = 0.17, partial η² < 0.01). Conclusions Participation in school-based cancer education programs was associated with short-term improvements in medical students’ teaching self-efficacy and cancer-related knowledge. These findings suggest that such programs may offer educational value for students and pupils alike, though further research is needed to assess long-term outcomes and broader implementation.

The authors' abstract, as published at the source. BMC Medical Education, 2026 · DOI ↗