Modeling and guided practice as components within a comprehensive testicular self-examination cancer education program.
This study sought to assess the effects of modeling and guided practice as components within a comprehensive testicular self-examination education program for college-aged men. We studied three treatment groups (N = 161) at two Arkansas universities. The variables investigated were knowledge of testicular cancer, attitudes toward testicular cancer, and frequency of self-reported testicular self-examination. A summary of the major findings revealed a significant difference in knowledge of testicular cancer and attitudes toward testicular cancer and a significant difference in frequency of testicular self-examination for all treatment groups. Modeling and guided practice yielded no significant differences in knowledge of testicular cancer or frequency of self-reported testicular self-examination but some significant attitudinal differences. Results indicated that subjects were not knowledgeable about testicular cancer and that most (91.7%) were not practicing testicular self-examination. Three months after participation in one of three education programs, 78.9% of the subjects indicated they had performed testicular self-examination. Modeling and guided practice as components of one education approach used appear to be an essential strategy to increase the practice of regular testicular self-examination.
Walker
R
R
Guyton
R
R
D000293:Adolescent; D000328:Adult; D006801:Humans; D008297:Male; D008953:Models, Anatomic; D010173:Palpation; D010353:Patient Education as Topic / Q000379:methods*; D015397:Program Evaluation; D013333:Student Health Services; D013736:Testicular Neoplasms / Q000175:diagnosis* / Q000453:epidemiology; D013737:Testis