Abstract A49: From community-based participatory research to community-based participatory education: The implementation of community participation in cancer disparities curriculum development

Background: The Chicago South Side Cancer Disparities Initiative is a partnership between the University of Chicago and Chicago State University with the primary aim of developing a multi-faceted approach to cancer disparities education, training, and outreach. The current literature on direct community participation in curriculum development is minimal. Therefore, we developed a community-based participatory education (CPBE) model to provide community appropriate solutions to reduce local cancer disparities. In this study, CBPE was applied to develop a cancer-related health disparities curriculum for medical and public health students. Objective: To use CBPE to develop a community-oriented cancer disparities curriculum that is specifically designed to assess the following content areas: 1) Are local communities interested in participating in curriculum design? 2) What should we teach students about disparities in their community? 3) How should community members be involved in the design and implementation of the curriculum? 4) What topics do community members think we should address? Methods: A community town hall format was used to seek answers to the four content areas. Eighty-six community members from 19 different zip code areas of Chicago attended the town hall meeting. Participants were 14% men, 86% women with an average age of 51.7 years. An electronic Audience Response System (ARS) was used for the anonymous rapid collection of community response data. Using a mixed method approach, 4 quantitative and 3 qualitative survey questions were analyzed. Results: 80% of community members heard of health disparities, 93% thought community members should be involved in cancer disparities curriculum development, 85% want to be involved in designing a cancer disparities curriculum and 81% reported an interest in taking the cancer disparities course. Categorical themes were derived from the analysis of open-ended survey responses to potential curricular skills, knowledge and content. General questions followed by categorical themes are listed below: 1) What should students know to successfully interact with your community? a) Importance of Community Empowerment b) Root Causes and Solutions of Disparities c) Knowledge specific to local community needs 2) How should community members be involved in curriculum design? a) Student experiences in community engagement b) Community perspectives on experience with disparities 3) What are the topics the disparities curriculum should address? a) Root cause of Cancer Disparities b) Solutions-“Prescription for Change” c) Development of diverse relationships and interactions Conclusion: The goal of Community Based Participatory Education (CBPE) is to directly involve community in health professional curriculum development. In this study, we outline the active role of the local community in creating an integrated cancer disparities curriculum for both health professionals and the community. The multiple themes identified will be used to prioritize and develop the curriculum. CBPE will provide the infrastructure for community appropriate solutions to reduce the number of health disparities plaguing the south-side Chicago community. Citation Format: Cassandra D.L Fritz, Keith Naylor, Yashika Watkins, Thomas Britt, Lisa Hinton, Jennifer Jones, Gina Curry, Helen Lam, Karen Kim. From community-based participatory research to community-based participatory education: The implementation of community participation in cancer disparities curriculum development. [abstract]. In: Proceedings of the Sixth AACR Conference: The Science of Cancer Health Disparities; Dec 6–9, 2013; Atlanta, GA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2014;23(11 Suppl):Abstract nr A49. doi:10.1158/1538-7755.DISP13-A49