Knowledge and belief gains decayed from immediate post-test to 4-week follow-up regardless of teaching condition¶
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? Total scores for knowledge, susceptibility, seriousness, and benefits decreased, and perceived barriers of BSE scores increased, from immediate post-test to 4-week follow-up regardless of interactive learning or no interactive 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
Comparison of immediate post-test/survey scores to 4-week follow-up scores in the classroom-randomized quasi-experiment (302 of 310 participants completed the follow-up). The article reports scores "decreased" and barriers scores "increased" regardless of condition. No effect sizes are printed.
"total score s for each var iable decreased and the perceived barriers of BSE scores increased ( See Figure 4), regardless of breast health interactive learning or no interactive learning"
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
- Adolescent females taught breast health with interactive learning using simulated breast models gained more knowledge and sustained the gain longer than the comparison group — 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
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-01 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.