ArticleBMC primary care2026
The Breast Cancer Awareness and Risk Education for Asian Americans (Breast CARE): a community-based patient education program for breast cancer screening and prevention.
Article in BMC primary care, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundBreast cancer is the most diagnosed cancer among Asian American women, with rising incidence, persistently low screening rates in many subgroups, and limited progress in improving survival. Culturally tailored patient education prevention programs are needed to address these disparities. This paper describes the Breast Cancer Awareness and Risk Education for Asian Americans (Breast CARE) program, a patient educational program to reduce risk behaviors, improve breast cancer screening uptake, and increase awareness while empowering Asian American women to engage in informed health decisions.
methodsGuided by community-based participatory research principles, we developed Breast CARE, a community-based, culturally tailored breast cancer prevention program. Breast CARE followed an iterative, multi-phase process including gaps identification and literature review, adaptation of an existing culturally validated breast cancer prevention program, research team deliberation, Community Advisory Board (CAB) co-development, and integration of CAB contributions.
resultsThe Breast CARE curriculum consists of three main domains addressing: (1) Breast Cancer 101, which provides culturally specific breast cancer statistics and foundational knowledge, addresses myths, and contextualizes breast cancer risk; (2) Breast Cancer Screening, which emphasizes early detection, reviews screening modalities and guidelines, and incorporates skill-based activities; and (3) Risk Reduction Strategies, which centers on physical activity as primary prevention strategy through education, demonstration, and individualized goal setting. Teaching strategies were informed by multimodal instructional principles and incorporated didactic education, interactive discussion, visual aids, narrative testimonials, and experiential learning activities to support comprehension and behavior change.
conclusionThe Breast CARE curriculum development process offers a practical model for combining community-engaged approaches with evidence-based pedagogy in cancer prevention education.
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