Cancer Incidence and Survival Among American Indians Registered for Indian Health Service Care in Montana, 1982-1987

Bleed, Daniel M.; Risser, David R.; Sperry, Sam; Hellhake, Debbie; Helgerson, Steven D.

doi:10.1093/jnci/84.19.1500

Cited by 36 publications

(16 citation statements)

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“…[4][5][6][7][8][9][10][11]14,[18][19][20][21][22][23][24][25][26][27][28][29] The results illustrate the variation in morbidity and mortality observed among different American Indian and Alaska Native populations studied to date. No populationbased study has described cancer incidence in these populations with more than a regional scope.…”

Section: Bakgroundmentioning

confidence: 99%

Cancer incidence among American Indians and Alaska Natives, 1980 through 1987.

Nutting¹,

Freeman²,

Risser³

et al. 1993

Am J Public Health

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OBJECTIVES. This study uses Indian Health Service inpatient data to estimate cancer incidence among American Indians and Alaska Natives. METHODS. Hospital discharge data for 1980 through 1987 were used to identify cases of cancer for 21 sites in women and 18 sites in men. Estimates of incidence were directly standardized to data from the Surveillance, Epidemiology, and End Results Program for the same time frame. RESULTS. Cancers of the gallbladder, kidney, stomach, and cervix show generally high rates among many American Indian and Alaska Native communities, and cancers of the liver and nasopharynx are high in Alaska. Of the relatively common cancers in Whites, American Indians and Alaska Natives experience lower rates for cancers of the breast, uterus, ovaries, prostate, lung, colon, rectum, and urinary bladder and for leukemia and melanoma. Variation among geographic areas and among tribal groups is observed for many important cancer sites. CONCLUSIONS. This study demonstrates significant variations of cancer rates among American Indians and Alaska Natives, with important implications for Indian Health Service cancer control programs. The study also supports the potential use of hospital discharge data for estimating chronic disease among diverse American Indian and Alaska Native communities.

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Section: Bakgroundmentioning

confidence: 99%

Cancer incidence among American Indians and Alaska Natives, 1980 through 1987.

Nutting¹,

Freeman²,

Risser³

et al. 1993

Am J Public Health

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“…Malignant neoplasm survival rates for American Indian populations have been shown to be lower then the general population 4–7. Young et al found lower cancer survival among American Indians in the SEER program from 1973 to 1979 7.…”

Section: Discussionmentioning

confidence: 99%

“…The 1989–91 age‐adjusted malignant neoplasm mortality rate among American Indians in Montana and Wyoming was higher than that of U.S. All Races rate1 even though previous studies in various populations of American Indians have indicated a lower overall incidence of malignant neoplasms 2, 3. Previous studies also have indicated a lower survival rate among native populations 4–7. The study by Bleed et al indicated a significantly poorer survival rate among Montana American Indians when compared with U.S. whites 4.…”

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confidence: 93%

“…Previous studies also have indicated a lower survival rate among native populations 4–7. The study by Bleed et al indicated a significantly poorer survival rate among Montana American Indians when compared with U.S. whites 4. He hypothesized that the rate of advanced disease at diagnosis or the use of different treatment modalities may explain the observed differences in survival.…”

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confidence: 98%

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Education resources for guiding discussions on ethics in science

Arkwright-Keeler

Stapleton

2007

Biochem Molecular Bio Educ

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Faculty, staff, and students at all levels of educational institutions are becoming more aware about ethical issues in the classroom and in research. As educators, it is our responsibility to provide an opportunity to discuss these issues so that future scientists will be prepared to face the many ethical challenges they may encounter. Often, unfortunately, we are reticent to engage in this discussion due solely to the lack of our own repertoire of resources regarding ethics. Thus, this summary of educational resources was compiled to promote ethics discussions in science classrooms and research programs.Keywords: Ethics education, research ethics, mentoring, plagiarism.Nationally, faculty, staff, and students at all levels of educational institutions are becoming more aware about ethical issues, particularly in the conductance of research. This awareness comes in part because various federal regulations require the observance of certain ethical standards in the conduct of research, as well as continuing education regarding responsible research practices. These regulations are implemented by a number of federal agencies, including the Office of Research Integrity (ORI) within the Department of Health and Human Services, the National Science Foundation (NSF), and the National Institutes of Health (NIH). To ensure compliance with these regulations, academic institutions have institutional review boards that review and approve research that involves humans or animals. In addition, some of these federal funding agencies such as NSF and NIH are also now requiring evidence of "ethics training" for researchers as a condition for receiving funding from them. Clearly, this is the right move, and it makes sense that individuals involved in research should have some form of ethics training.Unfortunately, however, although federal regulations form the basis for an understanding of ethically responsible research, ethics in science should not be thought of primarily in terms of regulations and research misconduct. Regulations are restricted to what is strictly enforceable and, in this respect, focus on the avoidance or prevention of obvious wrongdoing. Although it is tempting to do so because it is easier to buy predeveloped modules that concentrate only on compliance and regulations, this approach does not address larger issues or build true understanding of the ethical issues faced by scientists today. Instead, an approach of using best practices that cover a wide array of topics should be used. This requires that faculty, staff, and students understand and reflect on the underlying principles that form the basis of ethical practice; also, they need to be able to apply this understanding and reflection concretely in the context of their interactions, classroom activities, and research. Discussion on general research topics such as plagiarism and mentorship as well as research ethics needs to be brought into the classroom and laboratory for students at all levels. Unfortunately, these topics all too often get side-stepped, n...

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“…Studies examining cancer incidence patterns among American Indians (AIs) have generally been limited to data for restricted time intervals and/or have been restricted to selected geographic regions which either have a large numbers of AIs and/or a population‐based cancer registry 1–9 …”

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confidence: 99%