A systematic review of culturally sensitive cancer prevention resources for ethnic minorities.
Bibliographic record
Abstract
BACKGROUND: Cancer prevention educational resources intended for members of ethnically diverse populations should be tailored to the specific cancer knowledge and beliefs of individual ethnic groups. Culturally sensitive printed materials on cancer prevention have been proposed in the literature. OBJECTIVES: 1) To explore definitions of the term cultural sensitivity (CS) and their application to the development and testing of cancer prevention education materials for ethnic minority groups; and 2) to assess the use of instruments or scales used to measure the CS of cancer information resources. DESIGN: A list of articles explicitly on the CS of cancer prevention education materials was assembled by searching the databases of PubMed, CancerLit, PsycINFO, and Sociological Abstracts for articles published between 1994-2004. RESULTS: Ten studies that met inclusion criteria were included in this review. Most articles included breast cancer resources (90%) and targeted African American populations (70%). Few studies defined the term CS (n=4). Only three studies employed instruments to evaluate the CS of printed cancer information resources, and none of them explicitly listed standard measures of validity or reliability. CONCLUSIONS: Best practice definitions and guidelines for culturally sensitive cancer prevention education need to be established. Ethnic minority individuals' cancer-related knowledge and beliefs must be incorporated into all printed cancer education efforts.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.003 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".