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A Pedagogical Initiative Promoting Exercise Is Medicine® for Cancer Prevention and Supportive Care

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Title: A Pedagogical Initiative Promoting Exercise Is Medicine® for Cancer Prevention and Supportive Care
Language: English
Authors: Laura A. Richardson (ORCID 0000-0002-9600-625X), Steven J. Elmer (ORCID 0000-0002-7955-1416), Sandra K. Knecht, Dennis J. Kerrigan, Melissa M. Sherman, Garett J. Griffith
Source: Advances in Physiology Education. 2026 50(1):216-222.
Availability: American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Peer Reviewed: Y
Page Count: 7
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Cancer, Prevention, Exercise, Experiential Learning, Exercise Physiology, Instructional Innovation, Undergraduate Students, Video Technology, Competition, Oncology, Professional Associations, Conferences (Gatherings), Physical Activity Level, Interdisciplinary Approach
Geographic Terms: Iowa, Illinois, Indiana, Ohio, Michigan, Wisconsin
DOI: 10.1152/advan.00187.2025
ISSN: 1043-4046
1522-1229
Abstract: Cancer is a major global health challenge. Despite strong evidence supporting exercise in cancer prevention and care, its integration into treatment plans remains limited. This article outlines an experiential learning initiative combining cancer prevention, exercise physiology, and innovative teaching to raise awareness of exercise in cancer prevention and supportive care. An interdisciplinary team from a professional organization designed and implemented an Exercise is Medicine® video-based challenge. Undergraduate students created short, evidence-based videos that highlighted exercise's role in cancer prevention and care. Submissions were evaluated by the team and also shared for public voting at an annual regional conference. The challenge engaged 14 students, producing 12 videos with credible evidence and creative media. Finalist videos, promoted through social media and professional networks, generated >1,000 views, broadening awareness of exercise oncology. Awards recognized top submissions, encouraging student engagement, collaboration, and advocacy for exercise in supportive cancer care. The initiative showed that students could synthesize and communicate complex scientific concepts effectively. This novel, student-driven initiative demonstrated that experiential learning can be meaningfully integrated into physiology principles of oncology care. By engaging students in creative, evidence-based communication, the project deepened understanding of exercise's pathophysiological basis in cancer care and stressed multidisciplinary collaboration. This scalable educational model raises awareness of exercise oncology among future health professionals and supports a workforce ready to deliver patient-centered, evidence-based cancer care.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497518
Database: ERIC
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  Value: <anid>AN0192623322;apu01mar.26;2026Apr01.05:47;v2.2.500</anid> <title id="AN0192623322-1">A pedagogical initiative promoting Exercise is Medicine® for cancer prevention and supportive care </title> <sbt id="AN0192623322-2">INTRODUCTION</sbt> <p>Cancer is a major global health challenge. Despite strong evidence supporting exercise in cancer prevention and care, its integration into treatment plans remains limited. This article outlines an experiential learning initiative combining cancer prevention, exercise physiology, and innovative teaching to raise awareness of exercise in cancer prevention and supportive care. An interdisciplinary team from a professional organization designed and implemented an Exercise is Medicine<sup>®</sup> video-based challenge. Undergraduate students created short, evidence-based videos that highlighted exercise's role in cancer prevention and care. Submissions were evaluated by the team and also shared for public voting at an annual regional conference. The challenge engaged 14 students, producing 12 videos with credible evidence and creative media. Finalist videos, promoted through social media and professional networks, generated >1,000 views, broadening awareness of exercise oncology. Awards recognized top submissions, encouraging student engagement, collaboration, and advocacy for exercise in supportive cancer care. The initiative showed that students could synthesize and communicate complex scientific concepts effectively. This novel, student-driven initiative demonstrated that experiential learning can be meaningfully integrated into physiology principles of oncology care. By engaging students in creative, evidence-based communication, the project deepened understanding of exercise's pathophysiological basis in cancer care and stressed multidisciplinary collaboration. This scalable educational model raises awareness of exercise oncology among future health professionals and supports a workforce ready to deliver patient-centered, evidence-based cancer care. NEW & NOTEWORTHY This article outlines the intersection of cancer prevention, exercise physiology education, and pedagogical innovation. An exercise oncology initiative was used to educate students on the role of exercise in cancer prevention and supportive care through a video-based challenge. Participants integrated exercise physiology into cancer care advocacy, promoting collaborative care. The initiative raised awareness of exercise oncology and created a scalable framework for future education, emphasizing multidisciplinary collaboration in supportive cancer care.</p> <p>According to the World Health Organization, cancer is the second leading cause of death globally, accounting for 9.6 million deaths each year ([<reflink idref="bib1" id="ref1">1</reflink>]). Despite declining mortality rates, the burden and prevalence of cancer continue to increase ([<reflink idref="bib2" id="ref2">2</reflink>]). The incidence, mortality, risk factors, and prevention strategies for many cancers vary across regions because of differences in lifestyle, access to screening, and health care infrastructure ([<reflink idref="bib3" id="ref3">3</reflink>]). Recent data indicate that the incidence rate for women under 50 yr has risen above that for men ([<reflink idref="bib2" id="ref4">2</reflink>]), and for postmenopausal women higher amounts of sitting time were associated with increase cancer risk ([<reflink idref="bib6" id="ref5">6</reflink>]). The pathophysiology of cancer involves the uncontrolled growth and spread of abnormal cells due to genetic and epigenetic alterations. These changes disrupt normal cellular processes such as cell cycle regulation, apoptosis, and DNA repair mechanisms ([<reflink idref="bib7" id="ref6">7</reflink>]). Current treatment options for cancer include surgery, radiation therapy, chemotherapy, immunotherapy, targeted therapy, and hormone therapy, along with emerging modalities tailored for specific type and stage of cancer ([<reflink idref="bib7" id="ref7">7</reflink>]).A sedentary lifestyle can also contribute to cancer pathology by promoting chronic inflammation, hormonal imbalances, and metabolic dysregulation, which create an environment conducive to tumor development ([<reflink idref="bib9" id="ref8">9</reflink>], [<reflink idref="bib10" id="ref9">10</reflink>]). Physical inactivity is associated with increased levels of insulin, estrogen, and inflammatory markers, all of which can stimulate abnormal cell growth and reduce immune surveillance ([<reflink idref="bib9" id="ref10">9</reflink>], [<reflink idref="bib11" id="ref11">11</reflink>]). This lifestyle is strongly linked to higher risks of breast, endometrial, and colorectal cancers, highlighting the role of movement in cancer prevention and progression ([<reflink idref="bib12" id="ref12">12</reflink>], [<reflink idref="bib13" id="ref13">13</reflink>]). Importantly, physical activity plays a crucial role in both prevention and supportive care of cancer ([<reflink idref="bib14" id="ref14">14</reflink>]). Specifically, it can help by improving immune function, reducing systemic inflammation, and regulating hormones such as insulin and estrogen that are linked to cancer growth. Indeed, higher levels of leisure time physical activity are associated with a lower risk of developing several cancers, including breast, colon, and endometrial cancers ([<reflink idref="bib14" id="ref15">14</reflink>]). Moreover, during and after treatment, exercise (i.e., physical activity that is planned and structured) can help to reduce fatigue, improve quality of life, maintain muscle mass, and even improve survivorship by enhancing physical resilience and reducing recurrence risk ([<reflink idref="bib15" id="ref16">15</reflink>]). Notably, Stout and colleagues ([<reflink idref="bib18" id="ref17">18</reflink>]) evaluated the benefits of exercise interventions for cancer survivors through an analysis of 51 relevant systematic reviews and meta-analyses. These authors concluded that there was strong evidence that exercise interventions should be included as part of "every individual's cancer care plan." Initiatives such as Exercise is Medicine<sups>®</sups> and Moving Through Cancer, which are managed by the American College of Sports Medicine (ACSM), have helped to promote physical activity and exercise as a vital sign of health and important practice in oncology. Accordingly, exercise oncology is an emerging field that uses physical activity and exercise to improve the lives of people affected by cancer ([<reflink idref="bib19" id="ref18">19</reflink>]).In this article, we describe an experiential learning initiative addressing the intersection of cancer prevention, exercise physiology education, and pedagogical innovation while promoting interdisciplinary collaboration fostering advocacy for integrated oncology care. Understanding multidisciplinary oncology care is crucial for students pursuing careers in health and medicine ([<reflink idref="bib20" id="ref19">20</reflink>]). Comprehensive cancer care (Fig. 1) involves complex interactions among various health care professionals, including oncologists, surgeons, nurses, physical therapists, clinical exercise physiologists, dietitians, psychologists, and social workers, who collaborate to develop and deliver individualized, evidence-based cancer care plans ([<reflink idref="bib21" id="ref20">21</reflink>]). Interprofessional education in cancer care settings provides students insight and approaches on how to coordinate care with the goal to improve patient outcomes and quality of life ([<reflink idref="bib21" id="ref21">21</reflink>]). Education in multidisciplinary care fosters critical skills such as interprofessional communication, clinical decision-making, and patient-centered thinking ([<reflink idref="bib22" id="ref22">22</reflink>], [<reflink idref="bib23" id="ref23">23</reflink>]). LaRiviere and colleagues ([<reflink idref="bib24" id="ref24">24</reflink>]) point out that undergraduate medical education curricula often overlook the multidisciplinary nature of oncology, which is a distinctive and essential component of effective cancer care. Therefore, finding innovative ways to promote collaborative education early in the training of future health care professionals may cultivate a workforce that is more strongly equipped to support holistic cancer care.</p> <p></p> <p>PHOTO (COLOR): Figure 1. Integrated elements of comprehensive cancer care.</p> <p>Kolb's experiential learning theory ([<reflink idref="bib25" id="ref25">25</reflink>]) is a framework that helps educators design learning experiences based on learning through doing and is commonly used in health care education ([<reflink idref="bib26" id="ref26">26</reflink>], [<reflink idref="bib27" id="ref27">27</reflink>]). This framework aligns well with teaching exercise physiology in oncology care by providing dynamic learning opportunities using the four-stage cycle of experience, reflection, conceptualization, and experimentation. Notably, Schmitz and colleagues ([<reflink idref="bib15" id="ref28">15</reflink>]) emphasized that for high-quality cancer care, health care professionals need to have specialized knowledge and competency to deliver supervised exercise care. Leveraging innovative pedagogical strategies to weave exercise physiology, together with pathophysiology of oncology, into the academic curriculum heightens awareness of exercise as an important adjunctive component of cancer care. Accordingly, we developed a video-based Exercise is Medicine<sups>®</sups> challenge in which students applied evidence-based exercise physiology principles for cancer prevention and supportive care throughout the continuum of patient experiences (e.g., diagnosis, treatment, survivorship, palliative care). This video-based Exercise is Medicine<sups>®</sups> challenge was implemented at a regional professional conference to increase awareness and advocacy for comprehensive cancer care.</p> <hd id="AN0192623322-3">METHODS</hd> <p></p> <hd id="AN0192623322-4">Overview</hd> <p>To develop the video-based Exercise is Medicine<sups>®</sups> challenge, we leveraged the infrastructure within the Midwest Regional Chapter of the American College of Sports Medicine (ACSM). Briefly, the Midwest ACSM is one of 11 regional chapters within the ACSM professional organization. It consists of students and trainees, faculty, and health and fitness professionals from across six states (Iowa, Illinois, Indiana, Ohio, Michigan, and Wisconsin). The Midwest Chapter aims to support the mission of ACSM, which is to educate and empower professionals to advance the science and practice of health and human performance. For our initiative, we formed a team that brought together individuals who were serving on the Midwest ACSM Exercise is Medicine<sups>®</sups> and Clinical Education committees. Specifically, the team included professionals from several disciplines (exercise physiology, kinesiology, physical therapy) working in both academic and clinical settings from across five states. The committee received initial instruction from a sponsorship donor as well as the Midwest ACSM leadership team. Subsequently, the team developed the video-based challenge and implemented it at the 2024 Midwest ACSM Annual Meeting (Grand Rapids, MI), which offered educational programing, networking opportunities, and a forum for dissemination of information pertaining to physical activity, sport, and medicine.</p> <hd id="AN0192623322-5">Timeline</hd> <p>The team met monthly to initially generate a framework that could support the initiative (May–July). Subsequently, the video-based challenge was developed and a call for video submissions was sent out to Midwest ACSM members through email, website, and newsletter (August). Video submissions were open for ∼4 wk (September). Judging and public voting took place during the week leading up to the 2024 Midwest ACSM Annual Conference (October). At the conclusion of the conference during the awards ceremony, awards were given to recognize the top video submissions.</p> <hd id="AN0192623322-6">Video-Based Exercise is Medicine Challenge</hd> <p>The Midwest ACSM Chapter invited all institutions located in the region to participate in the video-based Exercise is Medicine<sups>®</sups> challenge. Specifically, students were called upon and tasked with creating a short video that promoted the importance of exercise for cancer prevention and supportive care. An emphasis was placed on creative videos that could showcase evidence-based findings on exercise to help promote exercise and reduce barriers to engaging and adhering to exercise. The target audience for the video was flexible and could encompass patients, clients, exercise professionals, and/or health care providers. The overall goal of the challenge was to raise awareness and promote Exercise is Medicine<sups>®</sups> in the form of the cancer care continuum to prevent and manage cancer, aligning with several cancer awareness initiatives.Specific instructions for the video submissions included the following: <emph>1</emph>) 4 min or less in length, <emph>2</emph>) original video produced by students, <emph>3</emph>) accurately represent the values of Exercise is Medicine<sups>®</sups>, <emph>4</emph>) focus on physical activity, exercise, and healthy lifestyle behaviors, <emph>5</emph>) incorporate safe evidence-based suggestions for physical activity and exercise (i.e., special considerations, safety recommendations), <emph>6</emph>) avoid foul language and violent or sexual content, <emph>7</emph>) avoid any political or discriminatory content, and <emph>8</emph>) have fun showing your school spirit.</p> <hd id="AN0192623322-7">Promotion and Evaluation</hd> <p>After the video submissions were received, the team evaluated the videos, using a rubric that assessed how well the video <emph>1</emph>) reflected the exercise and cancer theme, <emph>2</emph>) included the principles of Exercise is Medicine<sups>®</sups> and oncology, <emph>3</emph>) emphasized originality, creativity, and innovation, and <emph>4</emph>) demonstrated overall production quality. The team identified a subset of videos that would advance to the final round. These videos were then uploaded to the Midwest ACSM YouTube channel, where they could be voted on by the public for ⁓1 wk. At the start of the public voting period, Midwest ACSM informed the video submission applicants that they had made the final round of the challenge. These finalists were encouraged to share the link with members of their campus community and beyond to vote for their video. Finalists could do this in a variety of ways including, but not limited to, <emph>1</emph>) emailing the video link to students, staff, faculty, exercise professionals, health care providers, patients, and clients; <emph>2</emph>) posting the video link via social media and encouraging audience members to share it with their networks as well; and <emph>3</emph>) promoting the video link in a campus or community newspaper, newsletter, or calendar or through other media. Additionally, Midwest ACSM informed its members of the public voting period and encouraged its members to vote for the top video. Specifically, each "like" or "thumbs up" of the video within the YouTube platform counted as a vote. The video with the most likes at the end of the voting period was declared the "Fan Favorite" winner. The team then ranked the remaining finalist videos, using the rubric. Monetary awards were given to the fan favorite as well as first-, second-, and third-place videos.</p> <hd id="AN0192623322-8">RESULTS</hd> <p>The 2024 Midwest ACSM Annual Conference attracted 425 attendees from across 60 academic and health-focused organizations. For the video-based challenge, 14 undergraduate students participated and a total of 12 video submissions were received. Collectively, the student videos included creative use of audio narration overlaid with stock images and videos, homemade video clips, and the integration of AI-generated content. Across the videos, several forms of cancer including breast, endometrial, bladder, colorectal, kidney, liver, esophageal, and lung were highlighted. The videos also described the pathophysiology of cancer, lifestyle behaviors for reducing cancer risk, and the role of exercise in both cancer prevention and supportive care. Specifically, the videos included general physical activity and exercise recommendations (frequency, intensity, duration, and type) as well as numerous examples for how to be active (e.g., walking, swimming, dancing, water-based aerobics, yoga, strength training). Importantly, the videos incorporated evidence from reputable sources such as the World Health Organization, Centers for Disease Control and Prevention, National Cancer Society, National Cancer Institute, ACSM, systematic reviews and meta-analyses, and original research studies, demonstrating a strong foundation in credible and scientific research. After review of the initial video submissions, the committee advanced the top four videos to the final round. During the public voting period, there were a total of 1,022 views across the four videos. Awards were given to the fan favorite as well as first-, second-, and third-place videos, which enabled all four finalists to receive recognition.</p> <hd id="AN0192623322-9">DISCUSSION</hd> <p></p> <hd id="AN0192623322-10">Main Findings</hd> <p>Cancer incidence is on the rise for many types of common cancers, especially for women ([<reflink idref="bib2" id="ref29">2</reflink>]). There is now strong evidence that exercise interventions should be included as part of "every individual's cancer care plan" ([<reflink idref="bib12" id="ref30">12</reflink>], [<reflink idref="bib18" id="ref31">18</reflink>], [<reflink idref="bib28" id="ref32">28</reflink>], [<reflink idref="bib29" id="ref33">29</reflink>]), yet the integration of exercise recommendations into comprehensive cancer care remains a challenge ([<reflink idref="bib28" id="ref34">28</reflink>]). Our goal was to develop an experiential learning initiative designed to <emph>1</emph>) enhance student understanding of the role of exercise in cancer prevention and supportive care and <emph>2</emph>) increase awareness and advocacy for exercise oncology, which is a critical component of comprehensive cancer care. Specifically, we leveraged our professional society to form a team of educators, researchers, and clinicians and implement a video-based challenge for students at our annual regional professional conference. Overall, the diverse video presentations highlighted students' ability to integrate technology with educational exercise physiology content, making the complex topic of exercise oncology accessible and engaging to a broader audience. This approach underscored the students' resourcefulness and commitment to striking a balance between creativity and academic rigor to convey their messages compellingly. Collectively, the video challenge demonstrated its effectiveness as a pilot program by meeting several key criteria. Specifically, it was completed within a feasible timeline, achieved its intended goals of increasing promotion of cancer and supportive care, and garnered considerable engagement as evidenced by the number of likes and views. Importantly, our video-based challenge successfully established a foundation upon which to expand for our future annual meetings as well as to other regional professional chapters.</p> <hd id="AN0192623322-11">Experiential Learning</hd> <p>To most effectively prepare students to step into multidisciplinary cancer care teams, educators must embrace innovative pedagogical approaches. Our video-based Exercise is Medicine<sups>®</sups> challenge, grounded in Kolb's ([<reflink idref="bib25" id="ref35">25</reflink>]) theoretical framework for experiential learning, prompted students to engage with and apply exercise physiology to a global public health problem. As summarized in Table 1, the challenge encouraged students to <emph>1</emph>) experience, through creation of evidence-based videos that focused on the benefits of exercise in cancer prevention and supportive care treatment; <emph>2</emph>) reflect, through review of coursework and determination of how their knowledge and skills play a role in this population; <emph>3</emph>) conceptualize, through synthesis of how exercise plays a role in supportive care and embrace the multidisciplinary role of health care providers; and <emph>4</emph>) experiment, through real-world interactions with peers, community, or patients, encouraging participation in physical activity and exercise as a vital part of the comprehensive care plan for cancer patients. This cyclic, nonlinear approach enabled students to learn by doing, cultivating empathetic and adaptive skills essential for navigating the diverse challenges of cancer care and advocating for a holistic, comprehensive approach to patient wellness.</p> <p>Table 1. Pedagogical phases using Kolb's experiential learning theory</p> <p> <ephtml> <table><thead><tr><th>Kolb's Stage</th><th>Video Challenge Element</th></tr></thead><tbody><tr><td><p>Concrete Experience</p></td><td><p>Students use evidence-based literature to create multimedia educational video.</p></td></tr><tr><td><p>Reflective Observation</p></td><td><p>Students reflect on health science coursework illustrated in their multimedia videos aligned with their understanding of the importance of exercise in cancer care.</p></td></tr><tr><td><p>Abstract Conceptualization</p></td><td><p>Students develop and refine their mental model of the role exercise plays in cancer care, focusing on opportunities for the expanded role health care providers (i.e., exercise professionals, others) provide in people with cancer.</p></td></tr><tr><td><p>Active Experimentation</p></td><td><p>Students apply new understanding of health science concepts illustrated in their videos by encouraging physical activity for cancer prevention by promoting and interacting with patients and clients (i.e., raising exercise awareness, fitness internships, interactions and conversation).</p></td></tr></tbody></table> </ephtml> </p> <hd id="AN0192623322-12">Lessons Learned</hd> <p>Through our experiences of developing and implementing the video-based challenge, there were several notable lessons that we learned. First, reaching out to the regional board of directors ensured that the video challenge's content area was in alignment with the strategic priorities and goals of the annual regional conference. Second, the description of the challenge and call for video submissions generated interest and enthusiasm among regional members (students, faculty, professionals) and yielded a range of video submissions. Third, the videos were intentionally designed to be short and impactful, suitable for sharing on social media and spreading awareness not only of the importance of exercise with cancer care but also of the video challenge itself. Fourth, the evaluation of the video submissions through a committee along with a fan favorite vote included the benefits of expert consensus and public input in the final selection process. Moreover, tasking the finalists to share their videos with their campus and community as part of the public voting ensured that the message about the importance of exercise for cancer prevention and supportive care was communicated broadly. Finally, the philanthropic support received to provide the monetary awards helped incentivize participation and ensure that this first initiative would indeed get off the ground. Together, these efforts enabled us to establish an initial model to facilitate implementation of the video-based challenge as part of the regional conference annual offering.</p> <hd id="AN0192623322-13">Professional Development and Future Workforce</hd> <p>As cancer continues to rise globally, development of a skilled health workforce is now more critical than ever. High-quality care for survivors is dependent upon the collaborative members of the multidisciplinary care team. It is important to point out that specialized practitioners who work with exercise oncology are clinical exercise physiologists. Utilizing evidence-based methodologies, these allied health care professionals optimize exercise dosing to contribute to improved patient-reported outcomes and overall prognosis ([<reflink idref="bib30" id="ref36">30</reflink>]). Application of principles of exercise programming and physiological assessment to mitigate cancer-related sequelae such as cancer-related fatigue ([<reflink idref="bib33" id="ref37">33</reflink>]), loss of strength ([<reflink idref="bib34" id="ref38">34</reflink>]), decreased quality of life ([<reflink idref="bib28" id="ref39">28</reflink>]), cachexia ([<reflink idref="bib34" id="ref40">34</reflink>]), cardiotoxicity ([<reflink idref="bib31" id="ref41">31</reflink>]), and immunosuppression ([<reflink idref="bib35" id="ref42">35</reflink>]) can be effective. Multidisciplinary teams integrating exercise into care plans can benefit from referral networks to these qualified providers by using for example the open access and freely available United States Registry of Exercise Professionals database to locate clinical exercise physiologists near their location to refer for supervised exercise oncology programming. Similarly, physical therapists develop treatment plans for physical impairments and help manage cancer-related functional impairments. The video-based Exercise is Medicine<sups>®</sups> challenge we implemented provided a brief exposure for students to creatively reflect on physical activity and exercise in the cancer care continuum and at the same time indirectly explore the role that specialized exercise professionals provide as part of the multidisciplinary team.</p> <hd id="AN0192623322-14">Sustainability and Vision</hd> <p>This grassroots initiative was initially piloted with engagement and enthusiasm from students, demonstrating its potential as a powerful educational and advocacy tool. An important next step is to expand this video challenge across all 11 ACSM regional chapters, with the long-term goal of reaching the ACSM national annual conference. Similarly, this could be adapted as an assignment for classroom use in biology, kinesiology, physiology, and/or public health-related courses. The modified rubric used for the judging submissions is provided in Table 2 for faculty reference. Expanding this video challenge offers a unique opportunity to amplify student voices in oncology care while fostering peer-to-peer learning and creativity. By leveraging technology and social media platforms, the initiative can reach a broader, more diverse audience including patients, caregivers, and health professionals, thereby extending its impact beyond the classroom. Future iterations should intentionally address women's health and health disparities in cancer care, helping students apply an equity lens to scientific communication. Embedding the required use of cited, evidence-based materials can further strengthen students' critical thinking and ensure that content aligns with current best practices. Finally, the adaptable nature of this video-based model makes it relevant not only within ACSM but also for other professional societies such as the American Physiological Society, as a tool for promoting clinical relevance and student engagement in applied physiology. With sustained support and thoughtful scaling, this initiative can evolve into a national platform for student-led innovation in exercise oncology education.</p> <p>Table 2. Exercise oncology video assignment sample grading rubric</p> <p> <ephtml> <table><thead><tr><th>Criteria</th><th>Excellent (A, 90–100%)</th><th>Good(B, 80–89%)</th><th>Fair(C, 70–79%)</th><th>Needs Improvement (D/F, <70%)</th><th>Points Possible</th></tr></thead><tbody><tr><td><p>Content Quality & Relevance</p></td><td><p>Video promotes exercise for cancer prevention/support with strong, clear, and accurate messaging; aligns seamlessly with Exercise is Medicine<sup>®</sup> values. Provides evidence-based recommendations and information tailored for the audience.</p></td><td><p>Message mostly clear and relevant; minor gaps in messaging or alignment with Exercise is Medicine<sup>®</sup> values but overall informative and supportive.</p></td><td><p>Message somewhat unclear or partially off topic; limited or basic coverage of pertinent information, with noticeable gaps in relevance to audience.</p></td><td><p>Message unclear, incomplete, off topic, or not aligned with Exercise is Medicine<sup>®</sup> values; many inaccuracies.</p></td><td><p>20</p></td></tr><tr><td><p>Evidence & Research Integration</p></td><td><p>Skillful integration of at least 1 peer-reviewed research article and 1 credible website (<ext-link href="https://www..gov/.edu/.org" title=".gov/.edu/.org" />). Suggestions clearly guided by research and proper citations provided.</p></td><td><p>Uses relevant research resources and credible website, but integration or application could be more thorough; minor citation errors.</p></td><td><p>References sources but does not clearly integrate them into messaging; sources may lack appropriateness or proper citation.</p></td><td><p>Little/no evidence used, or unreliable sources; lacks citations.</p></td><td><p>20</p></td></tr><tr><td><p>Creativity & Engagement</p></td><td><p>Exceptionally creative, visually engaging, and original. Captures attention; uses innovative methods (graphics, story, humor, etc.) appropriate to audience and purpose.</p></td><td><p>Creative and engaging; presentation is interesting, with some original touches; mostly appropriate to audience.</p></td><td><p>Shows some creativity and engagement; may be somewhat generic or lacking in audience appeal.</p></td><td><p>Dull or unoriginal; minimal effort to engage or appeal to audience.</p></td><td><p>15</p></td></tr><tr><td><p>Audience Targeting & Clarity</p></td><td><p>Video content and messaging are clearly tailored to intended audience(s). All terms explained; tone and visuals are inclusive and accessible.</p></td><td><p>Audience is identified and content is appropriate; minor issues with tone or accessibility.</p></td><td><p>Audience somewhat unclear; messaging too broad or not sufficiently inclusive or accessible.</p></td><td><p>Audience not identified; content confusing or inaccessible.</p></td><td><p>15</p></td></tr><tr><td><p>Accuracy & Safety Considerations</p></td><td><p>Presents accurate info, including special considerations and safety recommendations important for patient/community guidance. No misleading or unsafe suggestions.</p></td><td><p>Mostly accurate; minor omissions in safety/special recommendations.</p></td><td><p>Some inaccuracies or missing safety information; unclear handling of special considerations.</p></td><td><p>Contains major inaccuracies that could mislead audience or compromise safety.</p></td><td><p>10</p></td></tr><tr><td><p>References & Resources Provided</p></td><td><p>Clearly guides viewers to additional resources; references (articles, websites) listed and formatted correctly; viewers know where to get further information.</p></td><td><p>Resources offered, some minor formatting or clarity issues; viewers mostly able to follow up for more information.</p></td><td><p>References incomplete or unclear; viewers may have trouble accessing further information.</p></td><td><p>No resources provided, or references missing/inadequate.</p></td><td><p>10</p></td></tr><tr><td><p>Production Quality & Guidelines</p></td><td><p>Meets all stated video duration guidelines; original work; positive language/tone; appropriate content. High-quality visuals/audio.</p></td><td><p>Meets most stated guidelines, minor lapses (length, language, enthusiasm, etc.), moderate production quality.</p></td><td><p>Some guidelines not followed; sound/visuals or adherence is problematic (e.g., video length slightly over, content issues).</p></td><td><p>Major guidelines ignored; poor production quality; inappropriate content/language.</p></td><td><p>10</p></td></tr></tbody></table> </ephtml> </p> <p>Total points: 100.</p> <hd id="AN0192623322-15">Limitations</hd> <p>A limitation of our approach was that we did not collect demographic information, obtain feedback, and/or directly assess students' perceived learning from the creation and promotion of their videos. Furthermore, with this new initiative participation was a bit lower than expected, and thus our sample was relatively small. Moving forward, strategies are already in place for next year to include a formal assessment of students' experiences and enhance promotion of the challenge so that participation numbers increase.</p> <hd id="AN0192623322-16">Summary</hd> <p>This novel Exercise is Medicine<sups>®</sups> video-based challenge was an innovative pedagogical approach to promote students' comprehension of the importance of exercise therapy in cancer care. Beyond illustrating clinical benefits of exercise, creating media content fostered advocacy to integrate cancer care and emphasized the importance of multidisciplinary collaboration among health professionals. This scalable oncology model framework was innovative yet straightforward. We believe this expansion will enhance awareness for the clinical integration of exercise and lifestyle-based interventions in cancer care.</p> <hd id="AN0192623322-17">DATA AVAILABILITY</hd> <p>Data will be made available upon reasonable request.</p> <hd id="AN0192623322-18">ACKNOWLEDGMENTS</hd> <p>We commend the students in the Midwest ACSM region for their enthusiastic videos and for their efforts in promoting and advocating for exercise in the prevention and supportive care of cancer.</p> <hd id="AN0192623322-19">GRANTS</hd> <p>This project was supported by the Kay and Craig Broeder Preventative Exercise and Nutrition is Medicine Cancer Fund.</p> <hd id="AN0192623322-20">DISCLOSURES</hd> <p>No conflicts of interest, financial or otherwise, are declared by the authors.</p> <hd id="AN0192623322-21">AUTHOR CONTRIBUTIONS</hd> <p>L.A.R., S.J.E., S.K.K., M.M.S., and G.J.G. conceived and designed research; L.A.R., S.J.E., S.K.K., M.M.S., and G.J.G. performed experiments; L.A.R., S.J.E., S.K.K., M.M.S., and G.J.G. analyzed data; L.A.R., S.J.E., S.K.K., D.J.K., M.M.S., and G.J.G. interpreted results of experiments; G.J.G. prepared figures; L.A.R., S.J.E., and G.J.G. drafted the manuscript; L.A.R., S.J.E., S.K.K., D.J.K., M.M.S., and G.J.G. edited and revised the manuscript; L.A.R., S.J.E., S.K.K., D.J.K., M.M.S., and G.J.G. approved final version of the manuscript.</p> <ref id="AN0192623322-22"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> World Health Organization. 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  Data: A Pedagogical Initiative Promoting Exercise Is Medicine® for Cancer Prevention and Supportive Care
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Laura+A%2E+Richardson%22">Laura A. Richardson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9600-625X">0000-0002-9600-625X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Steven+J%2E+Elmer%22">Steven J. Elmer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7955-1416">0000-0002-7955-1416</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sandra+K%2E+Knecht%22">Sandra K. Knecht</searchLink><br /><searchLink fieldCode="AR" term="%22Dennis+J%2E+Kerrigan%22">Dennis J. Kerrigan</searchLink><br /><searchLink fieldCode="AR" term="%22Melissa+M%2E+Sherman%22">Melissa M. Sherman</searchLink><br /><searchLink fieldCode="AR" term="%22Garett+J%2E+Griffith%22">Garett J. Griffith</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Advances+in+Physiology+Education%22"><i>Advances in Physiology Education</i></searchLink>. 2026 50(1):216-222.
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  Data: American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
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  Label: Page Count
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  Data: 7
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  Label: Publication Date
  Group: Date
  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Cancer%22">Cancer</searchLink><br /><searchLink fieldCode="DE" term="%22Prevention%22">Prevention</searchLink><br /><searchLink fieldCode="DE" term="%22Exercise%22">Exercise</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Exercise+Physiology%22">Exercise Physiology</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Innovation%22">Instructional Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Competition%22">Competition</searchLink><br /><searchLink fieldCode="DE" term="%22Oncology%22">Oncology</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Associations%22">Professional Associations</searchLink><br /><searchLink fieldCode="DE" term="%22Conferences+%28Gatherings%29%22">Conferences (Gatherings)</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Activity+Level%22">Physical Activity Level</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Iowa%22">Iowa</searchLink><br /><searchLink fieldCode="DE" term="%22Illinois%22">Illinois</searchLink><br /><searchLink fieldCode="DE" term="%22Indiana%22">Indiana</searchLink><br /><searchLink fieldCode="DE" term="%22Ohio%22">Ohio</searchLink><br /><searchLink fieldCode="DE" term="%22Michigan%22">Michigan</searchLink><br /><searchLink fieldCode="DE" term="%22Wisconsin%22">Wisconsin</searchLink>
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  Group: ID
  Data: 10.1152/advan.00187.2025
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  Group: ISSN
  Data: 1043-4046<br />1522-1229
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Cancer is a major global health challenge. Despite strong evidence supporting exercise in cancer prevention and care, its integration into treatment plans remains limited. This article outlines an experiential learning initiative combining cancer prevention, exercise physiology, and innovative teaching to raise awareness of exercise in cancer prevention and supportive care. An interdisciplinary team from a professional organization designed and implemented an Exercise is Medicine® video-based challenge. Undergraduate students created short, evidence-based videos that highlighted exercise's role in cancer prevention and care. Submissions were evaluated by the team and also shared for public voting at an annual regional conference. The challenge engaged 14 students, producing 12 videos with credible evidence and creative media. Finalist videos, promoted through social media and professional networks, generated >1,000 views, broadening awareness of exercise oncology. Awards recognized top submissions, encouraging student engagement, collaboration, and advocacy for exercise in supportive cancer care. The initiative showed that students could synthesize and communicate complex scientific concepts effectively. This novel, student-driven initiative demonstrated that experiential learning can be meaningfully integrated into physiology principles of oncology care. By engaging students in creative, evidence-based communication, the project deepened understanding of exercise's pathophysiological basis in cancer care and stressed multidisciplinary collaboration. This scalable educational model raises awareness of exercise oncology among future health professionals and supports a workforce ready to deliver patient-centered, evidence-based cancer care.
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  Data: 2026
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              Value: 1
          Titles:
            – TitleFull: Advances in Physiology Education
              Type: main
ResultId 1