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Health Education Research Advance Access published online on July 7, 2006
Health Education Research, doi:10.1093/her/cyl051
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© The Author 2006. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oxfordjournals.org
Received October 24, 2005
Accepted May 22, 2006

Original article

How women with breast cancer learn using interactive cancer communication systems

Bret R. Shaw 1 *, Jeong Yeob Han 1, Timothy Baker 2, Jeffre Witherly 3, Robert P. Hawkins 1, Fiona McTavish 1, and David H. Gustafson 1

1 Center of Excellence in Cancer Communications Research, 1136 WARF Building, 610 Walnut Street, Madison, WI 53726, USA
2 Department of Psychology, University of Wisconsin--Madison, 1136 WARF Building, 610 Walnut Street, Madison, WI 53726, USA
3 Division of Cancer Control and Population Sciences, National Cancer Institute, Building 45, Room 3As.49H 45 Center Drive, MSC 6200 Bethesda, MD 20892-6200, USA

* To whom correspondence should be addressed.
Bret R. Shaw, E-mail: bretshaw{at}chsra.wisc.edu


  Abstract

To provide insights about how women with breast cancer learn from interactive cancer communication systems (ICCSs), this study examined how use of different types of services that employ conceptually distinct pedagogical methods relates to learning outcomes. The study sample included 231 recently diagnosed, lower income breast cancer patients. Participants were provided a free computer, Internet access and training in how to use an ICCS called the Comprehensive Health Enhancement Support System ‘Living with Breast Cancer’ program. Data comprised survey information collected at pre-test and 4 months after using the system and computer records of how women used the system (use data). The findings suggest that use of the information and interactive services independently contributed to perceived information competence, though the communication services, including both discussion group and ask an expert, did not. Consistent with expectations, use of discussion group and interactive services amplified the learning effects of using the information services. However, use of the ask an expert service did not amplify the learning effects of using the information services as predicted. Some constructivist pedagogical methods--specifically online support groups and intelligently designed, computer-driven interactive services--may supplement and extend the learning potential of information services delivered via a transmission-oriented pedagogical approach.


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