The effect of education based on cooperative learning, problem-solving, role-playing, and video-based instruction on knowledge, attitude and practice related to breast self-examination in women

ABSTRACT

Objective. Breast self-examination is a healthy and non-invasive way to predict breast cancer. This research investigates education based on cooperative learning, problem-solving, role-playing, and video-based instruction on knowledge, attitude, and practice related to breast self-examination in women in Iran in 2024.
Materials and Methods. This quasi-experimental study included 165 Iranian women. The intervention group consisted of 132 individuals, divided into four groups of 33. Each group attended two educational sessions, each lasting 60 minutes. Using a questionnaire, demographic, anthropometric, and knowledge, attitude, and practice. The data obtained from the survey was analyzed by using group statistics, independent sample test, paired sample test, chi-square test, and ANOVA.
Results. The mean age of the women was 25.20±3.00 years. The mean scores in knowledge (95% CI F=8.46; P<0.001) in all education groups improved post-intervention. The average rates of attitude and practice in all education groups did not show a significant increase in post-intervention (95% CI F=2.30; P>0.05). The mean scores on attitude and practice did not improve in the control group (95% CI, P>0.29).
Conclusions. There was a general knowledge about breast cancer and breast self-examination; poor attitude to doing breast self-examination and wrong practice of breast self-examination among all the women recruited at baseline, irrespective of the group.