Resa M Jones1, Ian J Wallace2, Alice Westerberg3, Kristyn N Hoy3, John M Quillin4, Steven J Danish5. 1. Division of Epidemiology, Department of Family Medicine and Population Health, School of Medicine, Virginia Commonwealth University, Richmond, VA, USA. rmjones2@vcu.edu. 2. Student Health Services, California Maritime Academy, Vallejo, CA, USA. 3. Life Skills Center, Department of Psychology, Virginia Commonwealth University, Richmond, VA, USA. 4. Department of Human and Molecular Genetics, School of Medicine, Virginia Commonwealth University, Richmond, VA, USA. 5. Department of Psychology, Virginia Commonwealth University, Richmond, VA, USA.
Abstract
OBJECTIVES: To determine if intervention school students who receivedskills-based breast self-exam (BSE)/testicular self-exam (TSE) training were more likely than control school students to report higher intentions to perform BSE/TSE, greater BSE/TSE self-efficacy, and actual performance of BSE/TSE. METHODS:BSE/TSE behaviors, intentions, and self-efficacy were assessed in a high school-based trial (N = 6 schools; 3 schools randomized/condition) using self-reported data at 3 time points (N = 1058, 9 th grade students). RESULTS: At follow-up, intervention students had greater BSE/TSE intentions and self-efficacy than control students. Intervention students were more likely than control students to report monthly BSE (54.8% vs 27.2%, p = .031) and TSE (81.5% vs 31.4%, p = .010). CONCLUSIONS: Skills-based interventions with goal setting affect teenagers' self-examination behaviors, intentions, and self-efficacy. Teaching self-screening may empower teenagers to become more engaged in their preventive health, which may lead to improved health as they age.
RCT Entities:
OBJECTIVES: To determine if intervention school students who received skills-based breast self-exam (BSE)/testicular self-exam (TSE) training were more likely than control school students to report higher intentions to perform BSE/TSE, greater BSE/TSE self-efficacy, and actual performance of BSE/TSE. METHODS: BSE/TSE behaviors, intentions, and self-efficacy were assessed in a high school-based trial (N = 6 schools; 3 schools randomized/condition) using self-reported data at 3 time points (N = 1058, 9 th grade students). RESULTS: At follow-up, intervention students had greater BSE/TSE intentions and self-efficacy than control students. Intervention students were more likely than control students to report monthly BSE (54.8% vs 27.2%, p = .031) and TSE (81.5% vs 31.4%, p = .010). CONCLUSIONS: Skills-based interventions with goal setting affect teenagers' self-examination behaviors, intentions, and self-efficacy. Teaching self-screening may empower teenagers to become more engaged in their preventive health, which may lead to improved health as they age.
Authors: Jakub Ryszawy; Maksymilian Kowalik; Jakub Wojnarowicz; Grzegorz Rempega; Michał Kępiński; Bartłomiej Burzyński; Paweł Rajwa; Andrzej Paradysz; Piotr Bryniarski Journal: BMC Urol Date: 2022-09-12 Impact factor: 2.090