Developing a strategy for delivering educational information to patients with cancer.

190 Background: Patients’ preferences and ability to receive information regarding their cancer diagnosis and treatment vary greatly. Large academic medical centers are skilled at diagnosing and treating cancer. The perceived patient experience can be influenced by the delivery of information provided to them by clinical teams, support staff, and online resources. This project identified nuances in how cancer patients absorb and reference information regarding their diagnosis and treatment; specifically, treatment modalities, side effects, and resources available. The objective was to develop a strategy to improve and standardize the delivery and availability of educational information in our large academic medical center. Methods: Development of a team that has influence and understanding in various communication functions throughout the enterprise. Primary focus was on cancer patients. Research was conducted in three phases. Phase one was a patient panel survey electronically administered. Phase two involved observations and interviews of current breast cancer patients. Phase three incorporated the feedback received and design concepts generated from research during phases one and two, and involved six cancer patient focus groups. Results: Panel survey results contained feedback from 777 participants previously diagnosed with or caring for someone with cancer. Observations and interviews encompassed over 40 hours of information gathering from all stages of the breast cancer treatment process, including survivorship. Focus groups involved 7-9 patients (50 total) each of varying ages and diagnoses, with 4 of the 6 groups treated at our cancer center. Conclusions: In getting to know patients, large academic medical centers can tailor their educational information to ensure everyone receives what is needed and wanted in the time and manner best suited for them. Core components of the strategy being developed are 1) formulating ways to personalize the delivery of information, 2) methods to allow patients’ caregivers to participate in educational discussions remotely, 3) enabling on demand access to content previously discussed in person, 4) setting expectations for the intent of appointments ahead of time.