Abstract
Background. This study sought to demonstrate the effectiveness of a home study module (HSM) on student performance at a large urban medical school. Method. Second‐year students were randomized to receive: 1) a HSM in addition to regular teaching of clinical breast examination or, 2) the regular teaching alone. The HSM included adult learning principles, problem‐based learning, and practice guidelines. Students completed a pretest, a post‐test, and course evaluation. The pre‐ and post‐tests examined students’ knowledge and comfort levels. Results. Of 176 students, 136 agreed to participate and 127 completed both pre‐ and post‐tests. Baseline pretest indicated no significant difference between the intervention and control groups. Post‐test showed that students receiving the HSM gained significantly more knowledge than had the control group, and their comfort levels shifted nonsignificantly more. Student evaluations indicated perceived value of the HSM. Interpretation. Student performance can be enhanced and comfort levels increased by providing a critical core of knowledge in the form of a HSM. This approach may be applicable to other important subjects.