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. Author manuscript; available in PMC: 2015 Jun 1.
Published in final edited form as: J Cancer Educ. 2015 Jun;30(2):400–406. doi: 10.1007/s13187-014-0673-3

Table 3.

Intervention Changes

Tailoring in
Response to
Learning and
Feedback Sessions
Module 1 Module 2 Module 3
Increased flexibility in delivery format and length of training content
  • Revised to 90 minute Workshop format “What Are Cancer Clinical Trials and What Do They Mean for My Community?”

  • Revised to two role-play Photo-novels “Ms. Woods” (breast cancer patient) and “Mr. Wilson” (prostate cancer patient)

  • Revised to “Call and Response” session “Why Our Community Needs to Know About Cancer Clinical Trials”, a participant-guided question and answer format

Acknowledgement of community members’ potential concerns about trial participation
  • Included trainer disclaimer indicating trainers are not promoting any particular trial for enrollment

  • Highlighted clinical trials as a quality treatment option for care

  • Addressed guinea pig fears, standard vs. experimental care and myths regarding participation (e.g. clinical trials as a “last resort”)

  • Explored role of low rates of participation among communities of color on trial outcomes and the effectiveness of new treatments resulting from cancer research

  • Substituted simpler terms to describe randomization, standard of care, informed consent, etc.

  • Added images of African Americans to represent “the faces of cancer clinical trials”

  • Included optional video clips featuring African American doctors and trial participants to supplement slide presentation

  • Added resources for identifying locally available trials

  • Highlighted clinical trials as a quality treatment option for care

  • Included resources included to address needs of patients who may be uninsured or underinsured

Specific and personal examples to make the connection of advances in cancer care to cancer clinical trials
  • Revised icebreaker to share examples of medicines that resulted from past clinical trials

  • Encouraged discussion of personal experiences with cancer diagnosis and treatment decision-making (through testimony of past trial participants or as illustrated in role play)

Development of brief, easy to remember call to action messages
  • Added language for trainers to clearly state the intention and call to action messages of the workshop at the beginning of the session

  • Created “Why CARE” tagline featuring 4 key cancer clinical trials awareness and action messages