Evaluating the outcomes of AIDS education.
AIDS provides a unique challenge to health educators, requiring continuous evaluation and modification of educational strategies. Pretest and posttest questionnaires were thus used to assess the outcomes of AIDS training sessions. Results show that hour-long sessions result in knowledge acquisition and increased confidence among a demographically representative sample of 3,966 U.S. trainees. Results also reveal the dynamic nature of a training session, with some trainees exhibiting learning and others retaining either correct or incorrect responses or changing from one incorrect to another incorrect answer. Content areas that showed the most learning were sharing a glass or food with and being sneezed on by someone infected with the human immunodeficiency virus (HIV). Areas resistant to learning included the possibility of transmission from receiving blood transfusions, eating in a restaurant where a cook is infected, being bitten by a mosquito, giving mouth-to-mouth resuscitation, and providing first aid to someone infected. Repeat training sessions that take into account affective dimensions as well as the diverse needs of adult learners are recommended.
Bell
R A
RA
Department of Psychiatry and Behavioral Sciences, University of Louisville School of Medicine, KY 40292.
Feldmann
T B
TB
Grissom
S
S
Purifoy
F E
FE
Stephenson
J J
JJ
Deines
H
H
Frierson
R
R
Gould
A
A
Hunt
L
L
Hyde
J
J
D000163:Acquired Immunodeficiency Syndrome / Q000517:prevention & control* / Q000523:psychology / Q000635:transmission; D000293:Adolescent; D000328:Adult; D016009:Chi-Square Distribution; D005260:Female; D006266:Health Education / Q000379:methods*; D006801:Humans; D008297:Male; D008875:Middle Aged; D015397:Program Evaluation; D011795:Surveys and Questionnaires