Abstract
Women were taught breast self‐examination (BSE) two different ways using the same material. The 4MAT presentation (N = 49) was directed to four learning styles and both brain hemispheres; the American Cancer Society (ACS) presentation (N = 45) used a traditional lecture/discussion format. A control group (N = 58) was untrained. The mean age of the Cooperative Extension Home Demonstration Club participants was 57 years. A questionnaire, which was given before training, immediately after training, and 3 months later, assessed knowledge of breast cancer and BSE, confidence in performing BSE, and frequency of BSE. ANCOVAs and r tests showed that, compared with the ACS presentation, the 4MAT presentation produced better immediate acquisition and better 3‐month retention of both knowledge and confidence. Both 4MAT and ACS participants were statistically superior to the control group on all three dependent variables, both in acquisition and 3 months later. The 4MAT instructional model is recommended for BSE and other health education presentations.