Cure is an action that resolves a medical condition. It may be a medication, surgical operation, lifestyle change or even a philosophical shift that alleviates a patient’s suffering or achieves a state of healing. A cure can also be an effective strategy for prevention, for example, by screening for conditions that are easier to treat early when they are less advanced, such as cancer or sex-related reproductive health issues.
For some diseases, such as cancer, the term cure is used to describe a disease that has been in remission for a certain period of time (typically five years). This means the disease is unlikely to return and thus should be considered cured. However, the nuances of how physicians use the word cure can be confusing and misunderstood, especially for patients.
We argue that consideration of the psychological and social benefits of cures is important and that the term should be more carefully defined in a deliberative process, particularly for conditions like cancer. For instance, in addition to the measurable clinical benefit of a cure, patients hope for a cure because it allows them to move on with their lives and reduces the burden of constant adherence and regular clinician appointments.
Course-based undergraduate research experiences (CUREs) are pedagogical tools that increase student discovery, ownership and scientific identity in science courses (1,2). However, the implementation of CUREs is challenging for many faculty (2,3). In this chapter, we explore ways to support faculty in implementing CUREs.
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