Interactive learning lowered adolescent females' perceived barriers to breast self-examination immediately after the program¶

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? The treatment group's perceived barriers of BSE decreased immediately post-survey after participating in interactive breast health learning. → 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 barriers of BSE subscale (six items) in the classroom-randomized quasi-experiment, plotted in Figure 5. The article reports the treatment group's perceived barriers "dec reased immediately post -survey" following interactive learning. No effect size is printed.

"The treatme nt group’s perceived barriers of BSE dec reased immediately post -survey suggesting that the treatment group believe there are very few barriers that inhibit BSE after their participation in breast health interactive learning"

Discussion¶

Related Claims¶

• 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
• Knowledge and belief gains decayed from immediate post-test to 4-week follow-up regardless of teaching condition — related
• 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
• 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