Adolescent females taught breast health with interactive learning using simulated breast models gained more knowledge and sustained the gain longer than the comparison group¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students in the interactive learning condition gained more breast health knowledge and sustained their gain more than the comparison group across pre-test, post-test, and 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

Quasi-experimental classroom-randomized study of 310 adolescent females in two north Alabama high schools; classes were randomly assigned to interactive learning or didactic comparison, with repeated measures ANOVA on 14-item knowledge tests at pre-test, post-test, and 4-week follow-up. The article reports that interactive learning participants "gained more knowledge about breast health and sustained their gain more than the comparison group." No effect size is printed.

"The results of the repeated measures ANOVA revealed that the knowledge scores of the participants for interactive learning gained more knowledge about breast health and sustained their gain more than the comparison group"

Discussion¶

Related Claims¶

• 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 — related
• Knowledge and belief gains decayed from immediate post-test to 4-week follow-up regardless of teaching condition — reports the opposite
• Interactive learning lowered adolescent females' perceived barriers to breast self-examination immediately after the program — 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