Loading
Life sciences · Journal article
JCO Global Oncology · November 1, 2026
No summary has been generated for this record yet. What follows is drawn from its source metadata only.
Journal article.
No findings were extractable from the material analysed.
Safety was not reported in the material analysed. Check the source before drawing any conclusion about harm.
The source did not state who this applies to in practice.
Graded across the dimensions that decide whether you should act, each from what the source actually supports. There is no single score, and where a dimension was not assessed it says so.
This record has not been graded across any dimension yet. Treat the label above as provisional and read the source.
What is missing. This record has no bottom line, key findings, reported figures, evidence dimensions. That is a gap in the analysis, not a judgement about the study.
PURPOSE Cancer control depends not only on advances in diagnosis and treatment, but also on the public’s understanding of cancer biology, prevention, screening, risk factors, scientific advances, and broader determinants and drivers of health. Universities are important contributors to community-level cancer literacy by disseminating knowledge beyond the classroom. This abstract describes insights from a university-based cancer education experience in Armenia and explores the public health implications of higher education as a mechanism for expanding health and cancer literacy. METHODS Since 2018, Causes, Treatment, and Prevention of Cancer has been taught to undergraduate students at the American University of Armenia. The course integrates molecular biology, genetics, epigenetics, epidemiology, prevention, environmental and lifestyle-related risk factors, and the social dimensions of cancer. In addition to examining global cancer trends and developments in cancer research and treatment, the course addresses local challenges related to healthcare access, health and science literacy, and cultural factors influencing attitudes toward cancer. Course assignments include two key reflective essays— submitted at the beginning and end of the course–and a group project that connects scientific concepts to real-world public health and community contexts. RESULTS Student reflections and course feedback consistently indicated that course concepts frequently extended beyond the classroom into conversations with family members, friends, peers, and broader community networks. Students described discussing cancer prevention, environmental and lifestyle-related risk factors, screening, misconceptions surrounding cancer, and recent advances in biomedical science within their personal and social circles. Many emphasized the personal and societal relevance of the course material, particularly regarding health literacy, cultural attitudes toward preventive health behaviors, treatment options, and cancer itself. Sustained student engagement and demand led to the expansion of the course into multiple sections. CONCLUSION University-based cancer education represents an underrecognized component of cancer control by expanding health and cancer literacy beyond formal educational settings. Students may serve as important intermediaries in disseminating cancer-related knowledge among peers, families, and communities, particularly where public health communication resources and cancer education initiatives are limited. Educational models integrating scientific literacy with local public health realities may help strengthen community engagement, awareness, and prevention-oriented approaches to cancer control.