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Efficacy of a partner assistance intervention designed to increase skin self-examination performance.

Robinson JK, Turrisi R, Stapleton J

Department of Dermatology, Northwestern University Feinberg School of Medicine, Chicago, IL 60611, USA. wtbjkr@rcn.com

OBJECTIVE: To examine the role of partner assistance in learning and implementation of an intervention designed to promote skin self-examination (SSE) behaviors in persons at risk of developing melanoma. DESIGN: Randomized controlled trial with immediate and 4-month follow-up visits. SETTING: Clinical offices in the ambulatory care area of a hospital. Patients The study included 130 participants and their cohabiting partners drawn from a melanoma registry. Intervention The subjects were randomly assigned to receive the intervention either as solo learning or as dyadic learning. The intervention consisted of a 10-minute demonstration of the ABCDE (asymmetry of shape, border irregularity, color variegation, diameter > or =6 mm, and evolution of the lesion) rule and skills training. MAIN OUTCOME MEASURES: Behavioral measures included self-reported performance of SSE and use of a body map designed to record areas of concern found during SSE. Intentions, along with attitudinal measures such as perceived importance of SSE and self-efficacy in performing SSE, were also assessed at the 4-month follow-up visit. RESULTS: The participants in the dyadic learning group were significantly more likely to report engaging in SSE behaviors (P<.05). The dyadic learning group also exhibited greater intentions to perform future SSE (P<.01), higher perceived importance of SSE (P<.01), and higher perceived self-efficacy (P<.01). CONCLUSION: Dyadic learning may be more effective than solo learning in regard to interventions designed to teach and promote health behaviors, such as SSE.

Published 16 January 2007 in Arch Dermatol, 143(1): 37-41.
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