We evaluated the effects of two health education teaching methods, a pamphlet based on a task‐analyzed checklist and two professionally developed films, on the completeness, accuracy, and maintenance of testicular self‐examinations (TSE). Subjects (N= 48) were videotaped while performing a TSE after training and at a follow‐up visit. Direct observation of the tapes showed that checklist‐based training resulted in more complete and longer TSEs (p<.05). Social validation ratings, however, suggested that physicians were unable to discriminate reliably the performances of subjects taught using the two methods. Accuracy of detection of simulated lesions on plastic models was also similar for the two groups. Adherence to TSE recommendations was high during the study, but declined across the follow‐up period. Further study is needed to promote adherence to TSE and to document the effects of early detection on morbidity and mortality of testicul