Effectiveness of Audiovisual Media and Posters in Improving Breast Self-Examination (BSE) Behavior Among Couples of Reproductive Age
Abstract
Breast cancer remains a major global public health concern, while participation in breast self-examination (BSE/SADARI) is still suboptimal among women. Inadequate knowledge, attitudes, and practical skills may limit consistent BSE practice, indicating the need for accessible and effective health education media. This study aimed to compare the effectiveness of audiovisual and poster-based health education in improving knowledge, attitudes, and BSE practice among married women aged 30–49 years in the working area of Sukomoro Health Center, Magetan Regency. A quantitative quasi-experimental study was conducted using a nonequivalent pretest–posttest control group design. A total of 156 eligible respondents were allocated to an audiovisual group (n=78) and a poster group (n=78). Data on knowledge, attitudes, and BSE practice were collected using validated and reliable questionnaires and an observation checklist. Within-group changes were analyzed using paired-sample t-tests, while between-group differences were assessed using independent-sample t-tests at a significance level of 0.05. The audiovisual group demonstrated significant improvements in knowledge, attitudes, and BSE practice, with mean scores increasing from 6.09±0.856 to 9.00±0.721, 29.44±1.325 to 37.99±1.222, and 18.94±3.694 to 33.55±3.992, respectively (all p<0.001). In the poster group, knowledge increased from 5.23±1.104 to 6.76±0.900 and practice from 11.32±3.694 to 11.87±3.992 (both p<0.001), whereas attitude did not change significantly. Between-group comparisons showed significant differences in knowledge, attitudes, and practice after the intervention (all p<0.001). These findings indicate that both media can support selected BSE outcomes, while audiovisual education produced broader short-term improvements across cognitive, affective, and behavioral domains. These results provide comparative evidence for selecting educational media in community-based breast cancer early-detection programs.
Full text article
References
[1] R. Sha, X. Kong, X. Li, et al., “Global burden of breast cancer and attributable risk factors in 204 countries and territories, from 1990 to 2021: Results from the Global Burden of Disease Study 2021,” Biomarker Research, vol. 12, p. 87, 2024, doi: 10.1186/s40364-024-00631-8.
[2] Y. Azhar, R. V. Hanafi, B. W. Lestari, and F. S. Halim, “Breast self-examination practice and its determinants among women in Indonesia: A systematic review, meta-analysis, and meta-regression,” Diagnostics, vol. 13, no. 15, p. 2577, 2023, doi: 10.3390/diagnostics13152577.
[3] World Health Organization, Global Breast Cancer Initiative Implementation Framework: Assessing, Strengthening and Scaling-Up of Services for the Early Detection and Management of Breast Cancer. Geneva, Switzerland: WHO, 2023.
[4] Y. Azhar, R. V. Hanafi, B. W. Lestari, and F. S. Halim, “Breast self-examination practice and its determinants among women in Indonesia: A systematic review, meta-analysis, and meta-regression,” Diagnostics, vol. 13, no. 15, p. 2577, 2023.
[5] Z. Meshkani, N. Moradi, A. Aboutorabi, S. Noman, A. G. Motlagh, and M. Langarizadeh, “Systematic review of women's knowledge, attitude, and practice towards breast cancer,” Journal of Education and Health Promotion, vol. 11, no. 1, 2022, doi: 10.4103/jehp.jehp_634_21.
[6] B. N. Jadhav, E. P. Abdul Azeez, M. Mathew, et al., “Knowledge, attitude, and practice of breast self-examination is associated with general self-care and cultural factors: A study from Tamil Nadu, India,” BMC Women's Health, vol. 24, p. 151, 2024, doi: 10.1186/s12905-024-02981-9.
[7] R. Sarker, M. S. Islam, M. S. Moonajilin, et al., “Effectiveness of educational intervention on breast cancer knowledge and breast self-examination among female university students in Bangladesh: A pre-post quasi-experimental study,” BMC Cancer, vol. 22, p. 199, 2022, doi: 10.1186/s12885-022-09311-y.
[8] R. K. Prusty, S. Begum, A. Patil, et al., “Increasing breast cancer awareness and breast examination practices among women through health education and capacity building of primary healthcare providers: A pre-post intervention study in low socioeconomic area of Mumbai, India,” BMJ Open, vol. 11, no. 4, e045424, 2021, doi: 10.1136/bmjopen-2020-045424.
[9] A. E. Sadoh, C. Osime, D. U. Nwaneri, et al., “Improving knowledge about breast cancer and breast self examination in female Nigerian adolescents using peer education: A pre-post interventional study,” BMC Women's Health, vol. 21, p. 328, 2021, doi: 10.1186/s12905-021-01466-3.
[10] M. B. Devi, J. D. Sharma, M. K. Baruah, et al., “Effectiveness of a health awareness program for early detection of breast cancer among female patient attendants in a selected hospital in North-East India: A preexperimental pretest-posttest study,” Cureus, vol. 18, no. 2, e103446, 2026, doi: 10.7759/cureus.103446.
[11] A. K. Jeihooni, Z. S. Moayedi, V. Momenabadi, F. Ghalegolab, and P. A. Harsini, “Effect of educational intervention based on Theory of Planned Behavior (TPB) on doing breast self-examination in a sample of Iranian women,” Breast Cancer: Basic and Clinical Research, vol. 17, 2023, doi: 10.1177/11782234221145417.
[12] M. Kucheki, M. Nazari, R. Arshadinejad, and M. Karimi, “The effect of a virtual educational intervention based on self-efficacy theory on women's skills of breast self-examination,” BMC Women's Health, vol. 24, p. 625, 2024, doi: 10.1186/s12905-024-03471-8.
[13] Z. Karimian, R. Zare, N. Zarifsanaee, et al., “The effect of video-based multimedia training on knowledge, attitude, and performance in breast self-examination,” BMC Women's Health, vol. 22, p. 298, 2022, doi: 10.1186/s12905-022-01877-w.
[14] M. K. Akgün and S. İ. Çalım, “Breast self-examination training video with the sign language for deaf women: An interventional study,” European Journal of Cancer Care, vol. 31, no. 1, e13543, 2022, doi: 10.1111/ecc.13543.
[15] Y. Cahyati, E. Rosanti, and S. Februanti, “The effect of health education using animated video media on knowledge and skills of breast self-examination in adolescent girls,” Jurnal Keperawatan Malang, vol. 9, no. 2, pp. 117–129, 2024, doi: 10.36916/jkm.v9i2.238.
[16] R. Mutahar, A. C. Adisasmitha, A. Kusumaningrum, et al., “Effectiveness of video education in enhancing knowledge and attitudes toward breast self-examination (BSE) among rural women: A quasi-experimental,” Asian Journal of Engineering, Social and Health, vol. 3, no. 12, 2024, doi: 10.46799/ajesh.v3i12.473.
[17] R. S. Wahyuni, A. Andriani, and H. S. Batubara, “The influence of audiovisual educational media on the knowledge and attitudes of female adolescents at SMUN 5 Pekanbaru regarding breast self-examination (SADARI),” International Journal of Public Health Excellence, vol. 4, no. 1, 2024, doi: 10.55299/ijphe.v4i1.1231.
[18] S. Damayanti, F. Apriani, N. Nasution, and M. Miswarni, “Effectiveness educational video of Breast Self Examination (BSE) on knowledge of young women,” Science Midwifery, vol. 12, no. 3, pp. 1115–1121, 2024, doi: 10.35335/midwifery.v12i3.1606.
[19] A. Pirzadeh, S. Ansari, and P. Golshiri, “The effects of educational intervention on breast self-examination and mammography behavior: Application of an integrated model,” Journal of Education and Health Promotion, vol. 10, no. 1, p. 196, 2021, doi: 10.4103/jehp.jehp_1119_20.
[20] I. Indargairi, S. Sintawati, F. Afiati Nur, N. Khaira Syukur, and I. Pashar, “Short-term health coaching on breast self-examination in adolescent girls: A randomized controlled study,” Jurnal Ilmiah Kesehatan Sandi Husada, vol. 15, no. 1, pp. 151–160, 2026, doi: 10.35816/jiksh.v15i1.223.
[21] Z. Karimian, R. Zare, N. Zarifsanaiey, et al., “The effect of video-based multimedia training on knowledge, attitude, and performance in breast self-examination,” BMC Women’s Health, vol. 22, p. 298, 2022, doi: 10.1186/s12905-022-01877-w.
[22] M. Kucheki, M. Nazari, R. Arshadinejad, and M. Karimi, “The effect of a virtual educational intervention based on self-efficacy theory on women’s skills of breast self-examination,” BMC Women’s Health, vol. 24, 2024, doi: 10.1186/s12905-024-03471-8.
[23] A. K. Jeihooni, Z. S. Moayedi, V. Momenabadi, F. Ghalegolab, and P. A. Harsini, “Effect of educational intervention based on Theory of Planned Behavior (TPB) on doing breast self-examination in a sample of Iranian women,” Breast Cancer: Basic and Clinical Research, vol. 17, 2023, doi: 10.1177/11782234221145417.
[24] S. Turner, “Reporting intervention studies: methodological considerations for transparent description and replication,” 2021.
[25] M. Koçak Akgün and S. İldan Çalım, “Breast self-examination training video with the sign language for deaf women: An interventional study,” European Journal of Cancer Care, vol. 31, no. 1, e13543, 2022, doi: 10.1111/ecc.13543.
[26] R. Sarker, M. S. Islam, M. S. Moonajilin, et al., “Effectiveness of educational intervention on breast cancer knowledge and breast self-examination among female university students in Bangladesh: A pre-post quasi-experimental study,” BMC Cancer, vol. 22, 2022, doi: 10.1186/s12885-022-09311-y.
[27] A. Mihaela Ştefănuţ and M. Vintilă, “Psychotherapeutic intervention on breast self-examination based on Health Belief Model,” Current Psychology, vol. 42, pp. 15616–15624, 2023, doi: 10.1007/s12144-022-02871-z.
[28] A. Pirzadeh, S. Ansari, and P. Golshiri, “The effects of educational intervention on breast self-examination and mammography behavior: Application of an integrated model,” Journal of Education and Health Promotion, vol. 10, p. 196, 2021, doi: 10.4103/jehp.jehp_1119_20.
[29] S. A. et al., “The impact of educational interventions on breast self-examination practice, knowledge, and beliefs among women: A systematic review and meta-analysis,” [Journal details as published], 2026. The review included 24 studies involving 5,095 participants and reported consistent improvements in BSE knowledge, beliefs, and practice following educational interventions.
[30] Z. Karimian, R. Zare, N. Zarifsanaiey, et al., “The effect of video-based multimedia training on knowledge, attitude, and performance in breast self-examination,” BMC Women’s Health, vol. 22, art. no. 298, 2022, doi: 10.1186/s12905-022-01877-w.
[31] M. Kucheki, M. Nazari, R. Arshadinejad, et al., “The effect of a virtual educational intervention based on self-efficacy theory on women’s skills of breast self-examination,” BMC Women’s Health, vol. 24, art. no. 625, 2024, doi: 10.1186/s12905-024-03471-8.
[32] R. O. Uruntie, C. H. Oputa, E. Peters, and A. Otovwe, “Effect of educational intervention on the knowledge, attitude and practice of breast self-examination among female students at a private university in Southern Nigeria,” BMC Cancer, vol. 24, art. no. 355, 2024, doi: 10.1186/s12885-024-12116-w.
[33] “Effect of breast cancer education based on the health belief model on knowledge, health belief, and breast self-examination among female students of Debre Markos University, Northwest Ethiopia, in 2021,” BMC Women’s Health, 2022.
[34] A. K. Jeihooni, Z. S. Moayedi, V. Momenabadi, F. Ghalegolab, and P. A. Harsini, “Effect of educational intervention based on Theory of Planned Behavior (TPB) on doing breast self-examination in a sample of Iranian women,” Breast Cancer: Basic and Clinical Research, vol. 17, 2023, doi: 10.1177/11782234221145417.
[35] “Breast Self-Examination Practice and Its Determinants among Women in Indonesia: A Systematic Review, Meta-Analysis, and Meta-Regression,” 2023. The review estimated national BSE practice prevalence and identified knowledge, attitude, family support, and exposure to breast cancer information among associated factors.
[36] “Effectiveness of face to face and virtual education to promote breast self-examination based on the theory of planned behavior: a randomized controlled trial study,” 2025. The trial involved 240 women aged 30–55 years and evaluated outcomes at baseline, one month, and three months after intervention.
Authors
Copyright (c) 2026 Desti Ria Fortuna Isatanto, Bdn. Nana Usnawati, SST., M.Keb, Dr. Agung Suharto, M.Kes., Suparji, SST., M.Pd., S.K.M.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlikel 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).