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<p>Strengthening research competencies in breast cancer imaging is a priority in Latin America and the Caribbean (LAC), where disparities in access and diagnostic quality persist. We evaluated an accredited, fully asynchronous course delivered through a multinational cancer-focused network to build practical research and scientific communication skills. We conducted a single-group before–after (quasi-experimental) evaluation using routinely collected program data from a free, institutionally accredited course (Latin American Association of Medical Physics, ALFIM). Outcomes were reach, short-term learning (matched pre/post knowledge scores), and participant-perceived quality. Paired changes were estimated with mean differences and 95% confidence intervals; effect size was summarized with Cohen’s dz. In total, 249 participants from 20 countries enrolled; 208 completed the pre-course assessment, 132 completed the post-course assessment, and 113 had matched records for paired analyses. Mean knowledge scores increased from 57.9% (SD 9.8) to 95.0% (SD 5.9), a mean gain of 37.1% points (95% CI 35.1–39.1; <i>p</i> &lt; 0.001; dz = 3.40). Post-course reaction ratings were high (mean item score 4.62/5 among 110 respondents) with strong internal consistency (Cronbach’s alpha = 0.89). Open-ended feedback emphasized relevance to professional practice and requested additional guided examples and optional synchronous support. A network-based, fully asynchronous model achieved large short-term learning gains and high acceptability in a heterogeneous LAC audience. Future cycles should address attrition and evaluate longer-term transfer to research engagement and practice improvement.</p>

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Network-Based Asynchronous Research Training in Breast Imaging: A Multinational Pre–Post Evaluation for Cancer Education

  • 期刊论文

  • 发表日期：

    2026年4月15日

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  • Adlin López-Díaz,
  • Sergio Ramos-Avasola,
  • Rosana Pirchio,
  • Yulmaris Zambrano,
  • Jorge Lázaro Delgado-Morales,
  • Tania Mendoza,
  • Arianna Ruiz Vosirrini

摘要

Strengthening research competencies in breast cancer imaging is a priority in Latin America and the Caribbean (LAC), where disparities in access and diagnostic quality persist. We evaluated an accredited, fully asynchronous course delivered through a multinational cancer-focused network to build practical research and scientific communication skills. We conducted a single-group before–after (quasi-experimental) evaluation using routinely collected program data from a free, institutionally accredited course (Latin American Association of Medical Physics, ALFIM). Outcomes were reach, short-term learning (matched pre/post knowledge scores), and participant-perceived quality. Paired changes were estimated with mean differences and 95% confidence intervals; effect size was summarized with Cohen’s dz. In total, 249 participants from 20 countries enrolled; 208 completed the pre-course assessment, 132 completed the post-course assessment, and 113 had matched records for paired analyses. Mean knowledge scores increased from 57.9% (SD 9.8) to 95.0% (SD 5.9), a mean gain of 37.1% points (95% CI 35.1–39.1; p < 0.001; dz = 3.40). Post-course reaction ratings were high (mean item score 4.62/5 among 110 respondents) with strong internal consistency (Cronbach’s alpha = 0.89). Open-ended feedback emphasized relevance to professional practice and requested additional guided examples and optional synchronous support. A network-based, fully asynchronous model achieved large short-term learning gains and high acceptability in a heterogeneous LAC audience. Future cycles should address attrition and evaluate longer-term transfer to research engagement and practice improvement.