# Pancreatic Cancer Education: A Scoping Review of Evidence Across Patients, Professionals and the Public

## TL;DR

This review explores how education on pancreatic cancer can improve knowledge and confidence among patients, professionals, and the public, but highlights the need for better-quality and more widespread educational programs.

## Contribution

The paper provides a scoping review of pancreatic cancer education interventions, identifying gaps and opportunities for future research and implementation.

## Key findings

- Educational interventions using digital and interactive methods improved knowledge and engagement.
- The evidence base is limited, with most studies from high-income countries and lacking long-term impact assessments.
- Digital platforms show promise for scalability but need quality assurance and longitudinal evaluation.

## Abstract

Pancreatic cancer is one of the deadliest cancers because it is often diagnosed late, when treatment options are limited. Many patients, families, and healthcare professionals report uncertainty about symptoms, treatment options, and care pathways, highlighting the importance of effective education. This review examined existing research on educational interventions about pancreatic cancer for healthcare students, professionals, patients, carers, and the public. Nine studies were identified, using approaches such as workshops, digital animations, virtual reality, and online games. Most interventions improved knowledge, confidence, or engagement, particularly when interactive or digital methods were used. However, the evidence base is small, mostly from high-income countries, and rarely examines long-term impact. This review shows that pancreatic cancer education has promise but remains underdeveloped. Future research should focus on high-quality, well-evaluated educational programmes that support earlier symptom recognition, informed decision-making, and better care for people affected by pancreatic cancer.

Background: Pancreatic cancer is the least survivable malignancy, with five-year survival below 10%. Its vague, non-specific symptoms contribute to late diagnosis and poor outcomes. Targeted education for healthcare professionals, students, patients, carers, and the public may improve awareness, confidence, and early help-seeking. This scoping review aimed to map and synthesize peer-reviewed evidence on pancreatic cancer education, identifying intervention types, outcomes, and gaps in knowledge. Methods: A scoping review was undertaken using the Joanna Briggs Institute (JBI) framework and the Arksey and O’Malley framework and reported in accordance with PRISMA-ScR guidelines. The protocol was registered on the Open Science Framework. Four databases (MEDLINE, Embase, CINAHL, PsycINFO) were searched for English-language, peer-reviewed studies evaluating educational interventions on pancreatic cancer for healthcare students, professionals, patients, carers, or the public. Grey literature was excluded to maintain a consistent methodological standard. Data were charted and synthesised narratively. Results: Nine studies (2018–2024) met inclusion criteria, predominantly from high-income countries. Interventions targeted students and professionals (n = 3), patients (n = 2), the public (n = 2), or mixed groups (n = 2), using modalities such as team-based learning, workshops, virtual reality, serious games, and digital animations. Four interrelated themes were identified, encompassing (1) Self-efficacy; (2) Knowledge; (3) Behavior; and (4) Acceptability. Digital and interactive approaches demonstrated particularly strong engagement and learning gains. Conclusions: Pancreatic cancer education shows clear potential to enhance knowledge, confidence, and engagement across diverse audiences. Digital platforms offer scalable opportunities but require quality assurance and long-term evaluation to sustain impact. The evidence base remains limited and fragmented, highlighting the need for validated outcome measures, longitudinal research, and greater international representation to support the integration of education into a global pancreatic cancer control strategy. Future studies should also evaluate how educational interventions influence clinical practice and real-world help-seeking behaviour.