Using Film to Disseminate Information on Cervical Cancer Prevention in Lusaka: Results from a Small Intervention Study

Nyambe, Anayawa; Kampen, Jarl K.; Baboo, Stridutt K.; Hal, Guido Van

doi:10.1007/s13187-018-1383-z

Cited by 7 publications

(6 citation statements)

References 7 publications

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“…Following the successful pilot outreach project in 2013, 35 the MoH supported this follow-up project, which has provided further evidence of the influence of the films on knowledge of MCH topics, awareness of male involvement, and the potential for positive engagement of men in MCH. These findings concur with results from studies of MCH educational film interventions with rural populations in Uganda and Nigeria 36,37 and one study of an urban population in Zambia 38 that community videos and educational film can be effective in communicating knowledge and disseminating information about MCH.…”

Section: Discussionsupporting

confidence: 86%

Exploring the Gender-Specific Impact of Educational Film on Maternal and Child Health Knowledge and Behavior: A Qualitative Study in Serenje District, Zambia

Mweemba

Smith²,

Coombe³

2020

Int Q Community Health Educ

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Background Educational film is a communication tool that helps to present complex information simply and clearly, keeping audiences interested for longer and helping to reinforce important learning. Medical Aid Films produces educational films targeted at communities and health workers, with a focus on maternal and child health (MCH) content. Pilot work suggests that film screenings have attracted male as well as female viewers and have started to increase male involvement in MCH care. We explored stakeholder perspectives and gender-specific responses to educational films screened in a rural district of Serenje, Zambia. Methods A qualitative study using focus group discussions and in-depth interviews with men and women who had viewed the films at least once, and key informant interviews with health workers who helped deliver the film screenings. Thematic framework analysis was used to derive themes and subthemes, and illustrative quotes are used to substantiate interpretation of the findings. Results Men’s and women’s perspectives are clustered around the influence of the films on knowledge and behavior in relation to MCH topics and male involvement and overall community responses to the films. The three themes summarizing key informant perspectives relate to their impressions of the influence of the films on male involvement in MCH and their views on using film to deliver heath information. Conclusion Educational films have the potential to improve women’s and men’s knowledge and awareness of MCH topics, including healthy nutrition and welfare of women during pregnancy, the need to seek skilled care during pregnancy and for childbirth, and the importance of male involvement in supporting the care of women and children. Before widespread implementation, decisions must be made about whether and how to integrate the films with community health education programs, the needs, values, and preferences of men and women and how to present and deliver the film content in a way that maximizes participation of men and women in MCH but does not undermine women’s rights, autonomy, or safety.

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Section: Discussionsupporting

confidence: 86%

Exploring the Gender-Specific Impact of Educational Film on Maternal and Child Health Knowledge and Behavior: A Qualitative Study in Serenje District, Zambia

Mweemba

Smith²,

Coombe³

2020

Int Q Community Health Educ

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“…Our data instead evaluate knowledge retention beyond the immediate postintervention period, which other studies have not assessed. [14][15][16][17][18] Overall, patients' knowledge of basic cancer topics is good although this suggests that our survey could be improved by adding questions on specific topics covered in detail in the videos to further assess if the videos improved knowledge.…”

Section: Discussionmentioning

confidence: 99%

“…5% in the percent of patients who answered the questions correctly although none was statistically significant: cancer transmission (pre: n = 41, 84%; post: n = 45, 90%; P = .39), frequency of cancer treatment (pre: n = 28, 62%; post: n = 38, 76%; P = . 18), and what to do if unwell and having fever at home in between chemotherapy treatments (pre: n = 38, 76%; post: n = 43, 86%; P = .31).…”

Section: Cancer Knowledgementioning

confidence: 99%

“…In SSA, a few studies have successfully incorporated cancerspecific patient educational videos and tablets to improve cancer knowledge, with published data on cervical cancer and Kaposi sarcoma. [14][15][16][17][18] In a resource-constrained setting, such as Malawi, providers are often overworked and clinics are understaffed, so providing comprehensive cancer patient education is not feasible. Health care delivery has historically been driven by providers, and shared decision making is limited.…”

Section: Introductionmentioning

confidence: 99%

“…In SSA, a few studies have successfully incorporated cancer-specific patient educational videos and tablets to improve cancer knowledge, with published data on cervical cancer and Kaposi sarcoma. 14-18…”

Section: Introductionmentioning

confidence: 99%

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Implementation and Evaluation of Educational Videos to Improve Cancer Knowledge and Patient Empowerment

Tilly

Ellis²,

Chen

et al. 2022

JCO Global Oncology

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PURPOSE Low health literacy is a leading cause of treatment abandonment among patients receiving cancer care at Kamuzu Central Hospital (KCH) in Malawi. METHODS We developed cancer educational videos featuring Malawian providers and played them in the KCH oncology clinic. The videos addressed cancer-related topics, including disease biology, common myths, diagnostic procedures, treatment, side effects, and survivorship. After 6 months of implementation, we compared results from 50 pre- and postintervention surveys to assess change in cancer knowledge and care experience. RESULTS Both pre- and postintervention cancer knowledge were good: a median of nine questions were answered correctly of 11 in both assessments. Despite the intervention, most continued to incorrectly identify cancer as an infection (pre: n = 26, 52%; post: n = 25, 50%; P = 1.0), although improvements were observed in patients' knowledge of correct actions for fever at home (pre: n = 38, 76%; post: n = 43, 86%; P = .31). Care experiences were overall good. Postintervention results indicate that more patients felt always listened to by their providers (pre: n = 18, 36%; post: n = 29, 58%; P < .01). However, we also noted a higher rate of patient dissatisfaction of care as more patients felt that they could not understand chemotherapy counseling (pre: n = 11, 22%; post: n = 22, 44%; P < .01). Assessments of video satisfaction indicate that patients found the videos very helpful in terms of understanding their disease (n = 47, 96%) and side effects (n = 48, 98%) and felt empowered to speak up with their providers (n = 46, 96%). CONCLUSION Standardized education materials for patients that can be feasibly implemented throughout sub-Saharan Africa are urgently needed. Cancer educational videos are a low-cost way to educate and empower patients with cancer in resource-constrained settings although in-person discussions remain a crucial part of care.

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Does Intervening in the Level of Knowledge About Cervical Cancer Increase Screening and Vaccination in Zambia?

2022

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Using Film to Disseminate Information on Cervical Cancer Prevention in Lusaka: Results from a Small Intervention Study

Cited by 7 publications

References 7 publications

Exploring the Gender-Specific Impact of Educational Film on Maternal and Child Health Knowledge and Behavior: A Qualitative Study in Serenje District, Zambia

Exploring the Gender-Specific Impact of Educational Film on Maternal and Child Health Knowledge and Behavior: A Qualitative Study in Serenje District, Zambia

Implementation and Evaluation of Educational Videos to Improve Cancer Knowledge and Patient Empowerment

Does Intervening in the Level of Knowledge About Cervical Cancer Increase Screening and Vaccination in Zambia?

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