Public title of the trial: comparative effectiveness of a boardgame versus health talk in prostate cancer health literacy in Ghana

Evaluating the Effectiveness of an Innovated Social Cognitive Theory and Socio-Ecological Model (SEM-SCT) - Based Educational Board Game, Versus Traditional Educational Methods in Prostate Cancer Awareness and Education: A Study in SouthEastern Ghana

Status

Active, not recruiting

Phases

Phase 2

Study type

Interventional

Source

PACTR

Registry ID

PACTR202510512711680

Enrollment

200

Registered

2025-10-10

Start date

2024-10-20

Completion date

Unknown

Last updated

2026-09-14

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Cancer Urological and Genital Diseases

Interventions

Prostate Cancer Literacy Board Game Intervention Based on Social Cognitive Theory and SEM

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: the inclusion criteria any groups or individual who accepted to be part of the study

Exclusion criteria

Exclusion criteria: incomplete set of data were excluded individual who refused to consent were excluded also

Design outcomes

Primary

Measure	Time frame
1. Knowledge gains: LIBOG improved “good knowledge” from 35.0% to 60%. Health talk improved knowledge from 35% to 62.3% 2. Comparative effectiveness: Health Talk showed higher overall knowledge gain though not statistically significant (Z= 1.11, P= 0.267) 3. Attitudes and perception: LIBOG improved attitude (z = -2.07, p=3.85) and perception significantly, narrowing disparities by gender, education, and lifestyle. Males had higher odds of positive attitude (OR = 4.16, p= 0.004) and perception (OR = 2.79, p=0.047). rural dwellers had increased odds of good knowledge (OR=4.39, p=0.041) 4. Statistical test: Both LIBOG and HT significantly improved knowledge within groups (LIBOG: z=2.85, p=0.004, HT: z=3.10, p= 0.002). Wilcoxon test showed no significant difference between groups (W= 102.0, p=0.107) Interpretation the findings show that both interventions improved prostate cancer literacy, consistent with SCT and SEM theoretical models. LIBOG was particularly effective in enhancing attitudes and perceptions while HT yielded slightly higher gains in knowledge. Results align with literature supporting interactive methods in health education.	—

Measure

Time frame

1. Knowledge gains: LIBOG improved “good knowledge” from 35.0% to 60%. Health talk improved knowledge from 35% to 62.3% 2. Comparative effectiveness: Health Talk showed higher overall knowledge gain though not statistically significant (Z= 1.11, P= 0.267) 3. Attitudes and perception: LIBOG improved attitude (z = -2.07, p=3.85) and perception significantly, narrowing disparities by gender, education, and lifestyle. Males had higher odds of positive attitude (OR = 4.16, p= 0.004) and perception (OR = 2.79, p=0.047). rural dwellers had increased odds of good knowledge (OR=4.39, p=0.041) 4. Statistical test: Both LIBOG and HT significantly improved knowledge within groups (LIBOG: z=2.85, p=0.004, HT: z=3.10, p= 0.002). Wilcoxon test showed no significant difference between groups (W= 102.0, p=0.107) Interpretation the findings show that both interventions improved prostate cancer literacy, consistent with SCT and SEM theoretical models. LIBOG was particularly effective in enhancing attitudes and perceptions while HT yielded slightly higher gains in knowledge. Results align with literature supporting interactive methods in health education.

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Secondary

Measure	Time frame
Secondary Outcomes: In addition to the primary outcome of changes in knowledge, attitudes, and behavioral intentions (KAP) toward prostate cancer, the study also assessed participants’ perceptions of the intervention. Acceptability and satisfaction with the board game were evaluated at the end of the intervention. The findings showed that the board game was well-received, with more than 80% of participants expressing satisfaction with the intervention and reporting it as a highly acceptable method for prostate cancer education.	—

Measure

Time frame

Secondary Outcomes: In addition to the primary outcome of changes in knowledge, attitudes, and behavioral intentions (KAP) toward prostate cancer, the study also assessed participants’ perceptions of the intervention. Acceptability and satisfaction with the board game were evaluated at the end of the intervention. The findings showed that the board game was well-received, with more than 80% of participants expressing satisfaction with the intervention and reporting it as a highly acceptable method for prostate cancer education.

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Countries

Ghana

Contacts

Public ContactBANABAS KPANKYAANO

MEDICAL DOCTOR AT SUNYANI TEACHING HOSPITAL

kpankyaanob@gmail.com+233548525869

Outcome results

None listed

Source: PACTR (via WHO ICTRP) · Data processed: Sep 19, 2026