Geoffrey A. Preidis, Conor D. Shapiro, Inobert Pierre, Monica J. Dyer, Claudia A. Kozinetz, Richard M. Grimes
The HIV/AIDS pandemic disproportionately afflicts regions of the world that have minimal access to formal schooling and low literacy rates. Health educational interventions are difficult to evaluate efficiently in these settings because standard approaches such as written questionnaires cannot easily be employed. Here, we describe a novel method of rapidly assessing health interventions among large groups that does not require the ability to read or write. We tested this evaluation tool within the context of …
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