Trial reportPloS one2026
From awareness to action: Health Belief Model-based educational intervention to improve breast self-examination practice among college teachers in Pakistan (CRCT).
Trial report in PloS one, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Applying multi-theory model to determine intentions to breast self-awareness among female health workers in Kabul, Afghanistan.Frontiers in public health · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundBreast cancer (BC) is the most common malignancy among women globally, with Pakistan showing similar trends. Teachers, especially female college teachers, are influential in health promotion. This study assessed the effectiveness of a Health Belief Model (HBM)-based educational intervention in improving breast self-examination (BSE) knowledge, beliefs, and practices. METHODOLOGY: A parallel cluster-randomized controlled trial was conducted among 114 female teachers from four colleges in Hyderabad, Pakistan, with colleges as the unit of randomization. The intervention group received multimedia presentations, survivor testimonials, pamphlets, breast models, gamified quizzes, and reminders, while the control group was offered the session after study completion. Data was collected at baseline, 1-month, and 3-month follow-ups using validated Urdu questionnaires. Analyses included descriptive statistics, bivariate tests, and Generalized Estimating Equations (GEE), using the Statistical Package for the Social Sciences (SPSS) version 29. A p-value < 0.05 was considered statistically significant.
resultsBaseline characteristics were comparable across groups. Following the intervention, BSE practice improved significantly in the intervention group. At 1 month, participants were 5.7 times more likely to practice BSE (Adjusted Odds Ratio (AOR) = 5.724, p < 0.001), rising to 26.5 times at 3 months (AOR = 26.500, p < 0.001). Knowledge scores also increased significantly (p < 0.001). Significant between-group differences were observed in perceived susceptibility, severity, benefits, barriers, self-efficacy, and cues to action (all p ≤ 0.001).
conclusionHBM-based intervention effectively enhanced BSE knowledge, beliefs, and practices while reducing barriers. Findings emphasize the value of structured educational interventions in promoting preventive health behaviors among female educators.
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