Impact of an educational intervention on the knowledge of testicular self-examination and attitudes toward it

Abstract

IntroductionThere is evidence that the percentage of adolescents that practice testicular self-examination is low. ObjectiveTo assess the short-term and long-term (6 months) impact in male adolescents of an educational intervention on the knowledge of testicular self-examination and attitude toward it. MethodsWe conducted a quasi-experimental pre-test post-test study in male adolescents. A questionnaire was validated to assess knowledge on testicular self-examination and attitudes towards it (awareness, intentions, and behaviour). The educational intervention was group-based and consisted in an instructional talk with the aid of diagrams and brochures. The questionnaire was administered before and after the intervention. A follow-up was scheduled 6 months later, and the talk was delivered again, with administration of the questionnaire before and after. ResultsThe study included 139 adolescents with a median age of 14 years. We found an improvement in knowledge (18.3% vs 78.9%; P = 0.02) and attitude (5.6% vs 53.5%; P = 0.02) after the initial intervention. At the 6-month follow-up (n=98), there was no change in knowledge (87.0% vs 93.0%; P = 0.671), but attitude improved after the second intervention (58.0% vs 78.0%; P = 0.009). ConclusionAn educational intervention on testicular self-examination improved the proportion of adolescents with an adequate attitude (5.6% vs 53.5%) and adequate knowledge (18.3% vs 78.9%). The repetition of the intervention at 6 months increased the proportion of adolescents with an adequate attitude (53.5% vs 86.4%).