Perceived Preparedness in Psycho-Oncology: A Cross-Sectional Comparison of Expectations and Training Experiences Among Undergraduate Psychology Students.

Adequate training in Psycho-Oncology is essential to prepare psychologists to address the complex psychosocial needs of patients with cancer. However, this content remains inconsistently incorporated into undergraduate psychology curricula, and evidence regarding students' perceived preparedness remains limited. To evaluate differences between expectations and self-reported training experiences in Psycho-Oncology among undergraduate psychology students from two independent cohorts at different stages of training. A cross-sectional study was conducted among undergraduate psychology students from private institutions in Belo Horizonte, Brazil. First- and final-year students completed a structured questionnaire assessing expectations, educational exposure, and self-perceived preparedness in Psycho-Oncology. Comparative analyses used chi-square and Fisher's exact tests, with a significance level of 0.05. A total of 284 students participated (166 first-year and 118 final-year). Significant differences were observed across all domains. While approximately two-thirds of first-year students were expected to be adequately prepared to work with cancer patients, fewer than 12% of final-year students reported having received such preparation (p < 0.001). Final-year students also reported limited training in communication skills, psychosocial care, practical experience, and exposure to oncology settings. Overall, first-year students' expectations consistently exceeded the training experiences reported by final-year students. These findings demonstrate a discrepancy between expected and perceived preparedness across independent cohorts, highlighting potential gaps in undergraduate psychology education regarding Psycho-Oncology. As outcomes are based on self-perception, these results should not be interpreted as direct measures of competence. Strengthening curricular integration and practical training opportunities may help align educational experiences with students' expectations and perceived readiness for oncology care.