The practise of breast self-examination over a six-year period following teaching

The null hypothesis is that there is no difference in the performance of breast self-examination (BSE) with respect to three teaching methodologies. A total of 614 women were randomly assigned to a group receiving content only, one receiving content plus supervised practise on a model with implanted lumps or one receiving content plus instruction on their own breasts. It has been established that all groups increased significantly their frequency of practise and level of confidence (Alcoe SY, Gilbey VJ. McDermot RSR, Wallace DG. The effects of teaching breast self-examination: reported confidence and frequency of practise over a six-year period. Patient Educ Couns 1994; 23: 13-21). This paper considers the steps undertaken during BSE and the changes likely to be noticed through factors labelled Technique, Observation, Inspection and Palpation. The factors have been created from 35 items reflecting multiple aspects of the procedure as reported at four follow-ups. The group wherein teaching involved practise on their own breasts achieved higher scores than the other groups. Scores for Technique and Inspection are better maintained over time than are those for Observation and Palpation.