Abstract
Abstract A total of 157 males enrolled in a health science course at a midwestern university were randomly assigned to one of three groups in which different formats were employed for teaching about testicular cancer and testicular self-examination (TSE). Using a posttest only comparison group design, we found differences among groups in performance on a knowledge inventory (p < .002), in the perceived value of performing TSE regularly (p < .02), in satisfaction with alternative learning formats (p < .05), and in frequency of TSE six months after program completion (p < .05). These results may assist health education personnel working in group settings to identify appropriate strategies for teaching about testicular cancer and TSE to males similar in age to those considered in this study.
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