Short Videos: The Best Way to Deliver Cancer Education

By Darryl Mitteldorf, LCSW

Education is an integral part of oncology care—it gives patients the capacity to handle chemotherapy side effects, boosts their self-confidence, reduces anxiety, and improves how well they stick to their treatment plans (1). Yet too often, our well-intentioned efforts to educate, like lengthy webinars, dense PDF handouts, in-person workshops, or support group meetings, end up flooding patients with more, often irrelevant, information than they can absorb in one go (1). As a result, many patients leave these sessions feeling overwhelmed, scared, pained, and like they’ve been beaten down by people more knowledgeable than themselves. It doesn’t have to be this way. Research and Malecare’s two decades of understanding patient experience pointed us to a better solution: “microlearning,” or breaking down education into short, focused segments, as a more patient-friendly approach (1).

One form of microlearning that stands out is the short video, which is just one to three minutes long. These bite-sized videos distill complex medical information into digestible nuggets that are much easier for patients to absorb and remember (2). Instead of an hour-long lecture, imagine a series of two-minute videos—each tackling one key topic, like managing nausea or recognizing signs of infection. This format naturally fits the limited attention span that a patient undergoing intensive treatment might have on a given day (1). And when patients watch videos over several weeks, we use a force multiplier called spaced repetition, a proven learning technique called paced repetition that improves long-term knowledge retention and boosts patients’ confidence in managing their symptoms (1).

Today, newly diagnosed patients get a binder of information at their first appointment. It’s a lot to take in, and it often adds to their anxiety. Short, focused videos, on the other hand, let patients learn at a comfortable pace. They need only take in a little bit of information at a time, at the moment that their need-to-know sparks, which significantly reduces the mental burden and emotional stress of learning about their illness (1). By delivering information incrementally instead of all at once, we avoid triggering the anxiety and fatigue that comes with overload (1). This kind of step-by-step approach eases the emotional challenges of cancer by presenting information in manageable doses, aligned with when the patient is ready to hear it (1).

Accessibility is another huge advantage. Short videos meet patients where they are. They can be watched anywhere, anytime—on a phone, a tablet, or a laptop, whatever is easiest for the patient (3). There is no need to travel to a class or log into a webinar at a fixed time; a patient can learn at 2 AM when they can’t sleep or pause a video halfway and return to it later. This on-demand availability removes many logistical barriers that often get in the way of traditional education, like taking time off work or arranging transportation to the hospital (1). And because each video is so brief, it’s friendly even to those with slow internet or limited data—watching a two-minute clip doesn’t require a high-speed connection or fancy technology (4). Patients feel more confident viewing videos on a platform created just for cancer patients, rather than fretting about the quality of information presented on a for-profit platform, YouTube, whose algorithm features Mr. Beast and Mozzarella Girl.

These short videos don’t just make information more available; they make it more empowering. When patients receive clear, actionable advice in a brief format, they become markedly better at recognizing and managing their symptoms (1). For example, a two-minute video might show a patient how to spot early signs of dehydration or infection and give quick tips on next steps. I’ve seen that this kind of targeted lesson can mean the difference between a patient panicking and rushing to the ER versus calmly handling a symptom at home because they remember the video’s guidance. Studies show that patients who watch these videos feel more confident in their home care strategies and need fewer emergency visits or hospitalizations (1). Patients educated with short videos feel more in control and informed about their treatment. They actively participate in their care and are ready to discuss concerns and decisions with their healthcare team as true partners (4).

Let’s contrast this with how we traditionally try to educate patients. Live webinars and in-person workshops demand that patients be available at a specific time and often ask them to endure an hour or more of complex information for – maybe – thirty seconds of helpful information (5). For someone in cancer treatment, that’s not just inconvenient—it can be nearly impossible. Similarly, thick printouts or PDF guides often contain medical jargon, cliches about hope, unrealistic images, pointless statistics, and confusing explanations. (6). It’s no surprise that patients often glance at these once and then shove them in a drawer or waste basket. And while support groups provide emotional understanding, they aren’t designed to cover everything a patient needs to know systematically, when they need to know it, plus not everyone can attend regularly (7). Support groups miss many people, including almost everyone with health-related anxiety and those from cultural and sexual minorities. 

Traditional formats fail to meet patients where they are, logistically and cognitively. Even though Malecare is known worldwide for pioneering the world’s best-attended groups for minority members, along with a 54,000-member online anxiety support community, we know that hundreds of thousands of men with prostate cancer and transgender women will never attend a support group.

Short videos, designed by Malecare, help all people. They are easy to use, even for patients uncomfortable with technology. If you can tap a “play” button, you can learn from a video—that’s about the level of skill required (8). We’ve seen elderly patients and others with minimal tech experience tell us that the videos were far less intimidating than other digital tools they’ve encountered (1). 

By stripping away unnecessary complexity, we ease transmission, making crucial information accessible to people with various literacy and digital skill levels (6). Medical terms can be explained with simple language and visuals in a short video, so even if a patient isn’t a strong reader or is new to using apps, they can still follow along and learn what they need to know without frustration or anxiety.

Another benefit is how personal and relevant we can make these videos. We can tailor content to reflect different patient groups’ culture, language, and everyday reality (1). If we’re working with a community where most people speak Spanish or Russian, we can produce videos in that language. If our patients come from a specific cultural background, we can incorporate familiar figures of speech, metaphors, or imagery that will resonate with them (1). Patients are more likely to trust and remember information provided to them. This relatability keeps patients engaged and helps drive the message home, unlike a generic pamphlet that might not speak to their personal situation.

Creating a high-quality video requires significant resources and a variety of high-level skillsets upfront. Videos can be used repeatedly for patients across different organizations and communities (4). The possibilities of wide and frequent distribution at almost no additional cost are endless (4). Contrast that with organizing an in-person class every month or printing updated booklets yearly; videos reach many people with consistent, reliable information. This scalability is not just about convenience—it means that a cancer center in a rural area or a clinic with a small staff can provide the same quality of education as a major urban hospital (4). We level the playing field by using video as the great equalizer in patient education.

Almost everyone has a smartphone or some way to get online. Short videos meet this reality. Cancer Academy videos can be integrated into mobile health apps or patient portals that many healthcare systems use (9). If patients want to learn on the go, they can watch a video on their phone while sitting in the waiting room or on the ride home (9). We can also encourage patients to share these videos with family members or caregivers, which extends the reach of accurate information beyond just the patient themselves (9). Patients “sharing videos” becomes a form of peer-to-peer support that can reinforce what we’re teaching. 

So, what does all this mean for patient outcomes? A lot of good things. Patients who engage with short educational videos tend to report feeling more satisfied with the education they receive and understand their treatment plan better (10). There was a pilot study where early-stage breast cancer patients used a tablet-based program with brief video segments to learn about their chemotherapy options, and the results were eye-opening. Those patients retained more information and felt more confident managing their treatment than patients who only got the usual brochures (10). They also gave positive feedback about the experience, saying it made the whole process less intimidating. And that makes perfect sense—watching a quick video is much less daunting than reading a twenty-page booklet or sitting through a two-hour class (10). The videos engage patients in a way that holds their attention without overwhelming them, precisely what we need in an education tool.

Flexibility is another area where video excels. There are days when a patient feels okay and can focus, and days when they can’t get out of bed, let alone attend a workshop or focus on viewing a live webinar. Traditional in-person or real-time online sessions don’t account for this kind of variability—they happen when scheduled, whether the patient is up for it or not (7). With a library of short videos, patients and their families can engage with the material whenever it suits them (7). Maybe a caregiver has a free hour on the weekend to sit down with the patient and go through a couple of videos together, or a patient might rewatch a video about pain management the night before a chemo session as a refresher. Our “anytime, anywhere” learning means the education is there when the patient needs it or is ready, not on someone else’s timetable. This is especially crucial for those who live far from the hospital or in communities where getting to an in-person class is difficult—short videos remove that barrier completely (5).

Offering high-quality video education also helps us combat something we’re all concerned about: misinformation. We’ve all had patients come in with some dubious “advice” they found online or heard from a friend. The online world is full of inaccurate or biased information about cancer care, and it can be dangerous (11). Our curated, evidence-based videos give patients a trustworthy source to turn to first (11). They’re less likely to stray into the poison ivy of YouTube or random blogs when Cancer Academy provides accessible, engaging content that answers their questions, builds patient safety, and strengthens the trust in Malecare. (11).

Cognitive science supports the concept of short, focused learning. Human brains can only process so much at once, especially under stress, and learning is more effective when done in small, digestible chunks (2). A brief video aligns perfectly with those principles, delivering one clear message at a time without taxing the viewer’s memory or attention span (1). 

Another strength of short videos is how they promote self-directed learning. Patients can control the flow of information—they can pause if they need to take a breath or think, and they can rewatch any part they didn’t quite get the first time (1). This is a huge confidence booster. Instead of feeling lost or guilty for not grasping something immediately, they can review the material as often as needed until it sinks in. Repeat exposure is a key factor in learning and remembering important health information (9). No matter how good a one-off lecture is, it can’t compete with a short video that patients can revisit over and over on their terms.

Short video education raises health equity and literacy for underserved communities. Because we adapt content to be culturally and linguistically appropriate, we speak to patients who feel left out by mainstream resources (1). Representation and relevance improve engagement and understanding (1). Plus, from a cost perspective, video is relatively inexpensive to reproduce and distribute widely. A clinic with fewer resources might be unable to host regular educational workshops, but it can share a USB drive or a link with short videos to patients (4). That means economic or geographic barriers become less of an issue—patients anywhere can benefit from the same high-quality education.

Patients have told us our newly diagnosed prostate cancer videos sparked good questions for them to ask their nurse or urologist. A baseline of essential education without relying solely on face-to-face consulting time results in more consistent education across the country; patients at different locations or seeing different providers are all getting the same core messages, which is vital for quality care (4).

It’s also worth noting how well this approach resonates with the sons and daughters of prostate cancer patients. When we use video compared to traditional methods, we’ve seen higher engagement and more repeat viewing. They’re more likely to share the videos with their parents or rewatch them later, which means the information carries through the family caregivers (9). 

When you add up all these advantages, short, 1–3-minute videos are superior to delivering cancer education (1, 4). Short videos reduce cognitive overload and emotional overwhelm compared to traditional education efforts. Short videos give patients a sense of control and flexibility. Short video production is scalable and cost-effective. Malecare uses short videos to reach a broader audience without sacrificing quality or consistency. And perhaps most importantly, they align with how people consume information today, making the educational experience more accessible, engaging, and effective for patients (5).

A robust body of evidence backs up everything I’ve described here. Study after study highlights that short educational videos lead to better-informed patients who feel more capable of managing their care (1). This format reduces unnecessary information overload, adapts to different learning styles and tech abilities, improves accessibility, and ultimately boosts patients’ self-efficacy in dealing with treatment side effects (4). Concise, high-quality videos are a practical and impactful way to elevate patient education (9).

Malecare, through our Cancer Academy platform, leverages the proven benefits of microlearning to improve health literacy, reduce anxiety, and strengthen patient engagement throughout the cancer journey (8). The beauty of short video content is that it’s tailor-made to be accessible, repeatable, and easy to understand—exactly what we need to meet the evolving needs of cancer patients and survivors while improving clinical outcomes and quality of life (6).

1 Feasibility of Microlearning for Improving the Self-Efficacy of Cancer Patients Managing Side Effects of Chemotherapy

Anna Janssen, Kavisha Shah, Melanie Rabbets, Adnan Nagrial, Christopher Pene, Clare Zachulski, Jane L. Phillips, Paul Harnett, Tim Shaw Journal of Cancer Education, July 2023

2 The efficacy of microlearning in improving self-care capability: a systematic review of the literature

C. Wang, M. Bakhet, D. Roberts, S. Gnani, A. El-Osta Public Health, Sept 2020

3 The impact of WeChat app-based education and rehabilitation program on anxiety, depression, quality of life, loss of follow-up and survival in non-small cell lung cancer patients who underwent surgical resection Yiling Sui, Tian Wang, Xiaochun Wang European Journal of Oncology Nursing, Apr 2020

4 Implementation and Evaluation of Educational Videos to Improve Cancer Knowledge and Patient Empowerment 

Alyssa E. Tilly, Grace K. Ellis, Jane S. Chen, Agness Manda, Ande Salima, Asekanadziwa Mtangwanika, Blessings Tewete, Bongani Kaimila, Edwards Kasonkanji, Ella Kayira, Maria Chikasema, Ruth Nyirenda, Samuel Bingo, Sara Chiyoyola, Ryan Seguin, Satish Gopal, Takondwa Zuze, Tamiwe Tomoka, Katherine D. Westmoreland, JCO Global Oncology, May 2022

5 An Evaluation of Cancer Education Webinars in Alaska

Katie Cueva, Melany Cueva, Laura Revels, Michelle Hensel, Mark Dignan Journal of Cancer Education, Nov 2019

6 Digital Trends, Digital Literacy, and E-Health Engagement Predictors of Breast and Colorectal Cancer Survivors: A Population-Based Cross-Sectional Survey

Samar J. Melhem, Shereen Nabhani-Gebara, Reem Kayyali International Journal of Environmental Research and Public Health, Jan 2023

7 In-person vs. web-based administration of a problem-solving skills intervention for parents of children with cancer: Report of a randomized noninferiority trial

Sean Phipps, Diane L. Fairclough, Robert B. Noll, Katie A. Devine, Michael J. Dolgin, Sasja A. Schepers, et al, Clinical Medicine, June 2020

8 Development and effectiveness evaluation of an interactive e-learning environment to enhance digital health literacy in cancer patients: study protocol for a randomized controlled trial

Lukas Lange-Drenth, Hellena Willemer, Mirjam Banse, Anke Ernst, Anne Daubmann, et al Frontiers in Digital Health, Jan 2025

9 Digital Health Interventions for Adolescent and Young Adult Cancer Survivors 

Katie A. Devine, Adrienne S. Viola, et al JCO Clinical Cancer Informatics, Dec 2018

10 Using Tablet-Based Technology in Patient Education about Systemic Therapy Options for Early-Stage Breast Cancer: A Pilot Study

E. Morgan, Kara Laing, J. McCarthy, F. McCrate, Melanie Seal. Current Oncology, Oct 2015

11 Dissemination of Misinformative and Biased Information about Prostate Cancer on YouTube

Stacy Loeb, Shomik Sengupta, Mohit Butaney, et al European Urology, Apr 2019