This program educates primary care physicians on taking a sexual history and how it can prevent HIV infection. Estimated time to complete this program is 30 minutes. While an account is free to clinicians, a Medscape account is required to view the program. Advancing PrEP in Practice:
Open in a separate window The use of interactive training methods was positively associated with asking questions by students during lessons, particularly among the teachers who used group discussions and case study methods. The findings were similar in the case of the use of case study method.
The reason did not differ between the intervention and the control area. In more schools, teachers reported that they faced difficulty while talking about HIV issues in the control district compared to the intervention district Table 3. In the intervention area, such meetings were held at almost two-thirds of the schools.
Where the meetings were conducted, not all teachers were involved. In the control district where teachers did not receive training, less than half of them had taught HIV to their students. The teachers in the district where training was provided were more likely to have taught about HIV at all grade levels, particularly to the students of Grade 6 and 7.
There is a clear difference between the intervention and the control district in using such method by the teachers. In the intervention district, at least one teacher used such methods in significantly higher proportion of schools compared to the control schools, indicating the necessity of training to the teachers.
In more schools in the control district, higher number of teachers reported that they face difficulty while talking about HIV issues compared to the intervention district.
This also demonstrated the lack of skills of the teachers and indicated the training need among them. Similar findings were observed in several studies of teachers feeling uncomfortable in discussing sexuality-related matters 15 - 18 and suggested that training of teachers should address this issue effectively One anticipated obstacle—opposition from the community—was not found to be a problem, except for a few teachers in some schools.
This finding contrasts with the findings of other studies in low- and middle-income countries where the community plays a strong role in advocating against sexual health education 20 In many schools, teachers reported that they did not receive any negative response from the community members, particularly from the local elites and parents.
However, more active support might make teachers more comfortable in discussing these sensitive issues with their students Meetings with the local elites and parents ensured more active support from them. In more schools in the intervention area, teachers were holding such meetings.
Underlining such importance, the teachers should be encouraged in their training sessions to hold such meetings with the members of school managing committees, community stakeholders, and other teachers, alongside conducting the HIV classes.
This assessment also identified factors from the school level that held additional challenges to implementing the curriculum, and these challenges are consistent with findings in other settings 13 - 1521 Consideration should, thus, be given to providing both additional time for teaching and training in managing sessions within a minute class.
Another barrier identified at the programme implementation level was inadequate distribution of teaching materials. Those teachers who received it were more able to discuss HIV prevention with their students and to create a comfortable atmosphere for discussing sexual relationships.
Both factors are generally related to the success of school-based HIV-prevention programmes 4. Limitations The study originally did not take into account the clustering when calculating the sample-size. As a result, there are some concerns whether the study would have adequate power to detect any difference between the intervention and the control groups.
This study included only two districts for rapid assessment. The results obtained from the study in these two districts may not be generalizable throughout the country, particularly given that there is a greater religious diversity in these districts than in other areas and that these are not particularly conservative areas.
We used a self-administered questionnaire for data collection, which is not a common technique used in Bangladesh. As a result, there are some concerns whether the respondents understood the questions. Moreover, administration was proctored by the field team, and any questions about the tool were answered and clarifications made.
This finding is reinforced by the fact that a higher percentage of teachers who received training reported active participation on the part of the students. However, even in the district where training was provided, less than half of the teachers used interactive methods, suggesting that more work is needed in this regard.
The authors acknowledge the commitment of Save the Children—USA, the management agency of the project to this research effort. The authors also thank all the subject teachers who participated in the study. The authors are grateful to Robin Morrison Martz for reviewing the earlier draft of the manuscript and Rashedul Haque for his support during data analysis.
The authors also thank the Field Research Supervisors and Field Research Assistants who helped during data collection.
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Monasch R, Mahy M. Impact of HIV and sexual health education on the sexual behaviour of young people: Impact of sex and HIV education programs on sexual behaviors of youth in developing and developed countries. Family Health International; Education is an important component of preventing the spread of HIV.
Even if education were completely successful, it would still have to be an ongoing process - each generation a new generation of people become adult and .
Beginning in the s, concerns over teen pregnancy– and later HIV/AIDS–galvanized widespread public support for sex education in schools.
Most states today have a policy requiring HIV education, usually in conjunction with broader sex education. Results are presented here from the meta-analysis of peer-education studies published in leading scientific journals.
the researchers defined peer education as “sharing HIV/AIDS information in small groups or one-to-one by a peer matched, either demographically or through risk behavior. HIV, Other STD, and Pregnancy Prevention Education in Public Secondary Schools — 45 States, – In the United States, 46% of high school students have had sexual intercourse and potentially are at risk for human immunodeficiency virus (HIV) infection, other sexually transmitted diseases (STDs), and pregnancy (1).
View continuing medical education programs that address topics such as current HIV screening guidelines, the importance of routine HIV screening, implementation in the primary care clinician’s practice, communicating test results with patients, taking a sexual history, and guidance for HIV exposure and pre-exposure prophylaxis.
In this review, we sought to answer the question, what is the impact of peer education on HIV/AIDS-related outcomes? We utilized methods consistent with the “Meta-Analysis of Observational Studies in Epidemiology” (MOOSE) guidelines (Stroup et al., ).