Interactive learning produced a larger immediate gain in perceived benefits of breast self-awareness, but the comparison group sustained its gain over the treatment group by follow-up¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The treatment group showed a significantly larger immediate gain in perceived benefits of breast self-awareness than the comparison group, but the comparison group sustained its gain over the treatment group at 4-week follow-up. → Evans 2013
Evidence¶
Evans 2013¶
Evans, R. R., Horton, J. A., Ahmad, W. A., Davies, S. L., Snyder, S. W., & Macrina, D. M. (2013). Comparison of Breast Health Teaching Methods for Adolescent Females: Results of a Quasi-Experimental Study. Journal of Health Education Teaching, 4(1), 24-38. https://eric.ed.gov/?id=EJ1085320
q2 · i? · causal · r2
Repeated measures ANOVA on the benefits of breast self-awareness subscale (four items) in the same classroom-randomized quasi-experiment, plotted in Figure 4. The article reports a significantly larger treatment gain immediately post-survey, yet "the comparison group sustained their gain over the treatment group." No effect size is printed.
"The treatme nt group had a significantly larger gain than the comparison group in the perceived benefits of breast self -awareness (See Figure 4) but the comparison group sustained their gain over the treatment group"
Discussion¶
Related Claims¶
- Knowledge and belief gains decayed from immediate post-test to 4-week follow-up regardless of teaching condition — related
- Adolescent females taught breast health with interactive learning using simulated breast models gained more knowledge and sustained the gain longer than the comparison group — related
- Perceived susceptibility and seriousness of breast cancer did not differ by teaching method, remaining parallel across groups after the intervention and at follow-up — related
- Interactive learning lowered adolescent females' perceived barriers to breast self-examination immediately after the program — related
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