“Lidera con Ciencia” [Lead with Science]: a quasi-experimental educational and empowerment intervention for leaders of cancer patient civil organizations

Cancer remains a significant global health concern. Despite the implementation of a national cancer plan and universal health coverage in Chile, persistent disparities in access to care and health outcomes highlight the need for innovative strategies. Social participation and empowerment in health are transformative approaches for advancing equity and legitimacy in decision-making. In this context, we conducted a quasi-experimental study to develop and implement, based on a participatory needs-prioritization process, an educational and empowerment training program for leaders of civil society organizations dedicated to cancer in Chile. Quasi-experimental design was employed to assess the effectiveness of an educational intervention developed through a participatory needs-prioritization process with leaders of cancer-related patient organizations. The program incorporated concepts of public health, evidence-based medicine, and health technology assessment (HTA), alongside measures of self-perceived efficacy in citizen participation. Fifty-six leaders participated, with 28 assigned to the intervention group and 28 to the control group, achieving 100% retention. The hybrid training was delivered between April and June 2025. Pre- and post-intervention outcomes were assessed for both groups using a self-administered online questionnaire covering knowledge, self-perceived efficacy, and leadership perception. Analysis included descriptive statistics and a difference-in-differences (DiD) approach. Additionally, two focus groups were conducted (immediately post-intervention and another at three-month follow-up) to capture participants’ experiences and perceived value of the program. The intervention yielded a significant improvement in overall knowledge scores. The exponentiated DiD estimate (e^0.099 ≈ 1.105) indicated an average increase of 10.5% in total scores attributable to the intervention, independent of age, gender, or residence. Correct responses to evidence-based medicine questions improved significantly (DiD estimate = 2.47; p = 0.007), whereas other sections showed no significant change. Focus group findings revealed participants’ perception of substantial learning gains, particularly in technical domains, coupled with enhanced empowerment and recognition of their social roles. This intervention improved knowledge and empowerment among leaders of cancer-related civil organizations. These findings align with existing evidence supporting participatory and community-based health education as effective strategies for promoting meaningful learning and behavioral change. Tailoring interventions to the sociocultural context of target populations appears critical for maximizing impact.