Robinson June K, Turrisi Rob, Stapleton Jerod
Department of Dermatology, Northwestern University Feinberg School of Medicine, Chicago, IL 60611, USA.
Arch Dermatol. 2007 Jan;143(1):37-41. doi: 10.1001/archderm.143.1.37.
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.
Randomized controlled trial with immediate and 4-month follow-up visits.
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.
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.
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).
Dyadic learning may be more effective than solo learning in regard to interventions designed to teach and promote health behaviors, such as SSE.
探讨伴侣协助在学习和实施一项旨在促进黑色素瘤高危人群皮肤自我检查（SSE）行为的干预措施中的作用。
随机对照试验，包括即时随访和4个月随访。
一家医院门诊护理区的临床办公室。患者 该研究纳入了130名参与者及其来自黑色素瘤登记处的同居伴侣。干预 受试者被随机分配接受单独学习或二元学习的干预措施。干预包括10分钟的ABCDE（形状不对称、边界不规则、颜色斑驳、直径≥6毫米和病变演变）规则演示和技能培训。
行为指标包括自我报告的SSE表现以及使用旨在记录SSE期间发现的关注区域的身体图谱。在4个月随访时还评估了意图，以及诸如SSE的感知重要性和进行SSE的自我效能等态度指标。
二元学习组的参与者报告进行SSE行为的可能性显著更高（P<0.05）。二元学习组在未来进行SSE的意图也更强（P<0.01），对SSE的感知重要性更高（P<0.01），以及感知自我效能更高（P<0.01）。
就旨在教授和促进诸如SSE等健康行为的干预措施而言，二元学习可能比单独学习更有效。
