Rick Guyton

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.

Multi-Media Self-Instruction for Medical Students.

data gathered should remain the exclusive property of the instructor except that a coded record of the data be kept by the office to develop norms only for the purpose of comparison in discussion with other faculty members using this service. These norms should be privileged and confidential and not released by the office to administra tors, university officials, or students. Indeed, the fact that a faculty member is participating in an evaluation should not be released by the office. The faculty member may use this information as evidence for merit, promotion, or tenure at his/her option. Numerical counts of faculty using this service could be kept, but faculty identities or departmen tal ratios should not be released.