Preparation of Well Children in the Classroom: An Unexpected Contrast Between the Academic Lecture and Filmed Modeling Methods

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Abstract
A comparison of three methods of preventive hospital education in well children suggested that a lecture-demonstration method was more effective than a filmed modeling procedure, which was in turn more effective than an attention-control method. The modeling film and the lecture-demonstration method both showed some evidence that they reduced hospital-related fears, but only the lecture-demonstration method resulted in substantial increases in knowledge of hospital procedures and equipment. The treatments were not differentially effective across gender, age, or coping dispositions measured. Girls rated themselves as both more fearful than boys and as wanting more procedure-related information than boys. The results are discussed in terms of both the pragmatic and theoretical importance of this comparison.

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