Evaluation of a comprehensive AIDS education curriculum in Hungary – the role of good educators

Gyarmathy, V. Anna; McNutt, Louise Anne; Molnár, Andrea Éva; Morse, Dale L.; DeHovitz, Jack; Újhelyi, Eszter; Számadó, Szabolcs

doi:10.1006/jado.2002.0496

Cited by 13 publications

(8 citation statements)

References 10 publications

(9 reference statements)

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“…Studies have shown that training helps improve knowledge, attitudes, and readiness of teachers to impart HIV/AIDS-prevention information to their students [13,26,27]. The findings of the present study also revealed that the study teachers had gathered comprehensive knowledge on HIV/AIDS through the cascading training program, which they did not have before.…”

Section: Discussionsupporting

confidence: 48%

Impact of training of teachers on their ability, skills, and confidence to teach HIV/AIDS in classroom: a qualitative assessment

2013

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BackgroundConsidering the significant impact of school-based HIV/AIDS education, in 2007, a curriculum on HIV/AIDS was incorporated in the national curriculum for high school students of Bangladesh through the Government’s HIV-prevention program. Based on the curriculum, an intervention was designed to train teachers responsible for teaching HIV/AIDS in classes.MethodsIn-depth interviews were conducted with teachers to understand their ability, skills, and confidence in conducting HIV/AIDS classes. Focus-group discussions (FGDs) were conducted with students who participated in HIV/AIDS classes. HIV/AIDS classes were also observed in randomly-selected schools. Thematic assessment was made to analyze data.ResultsThe findings showed that the trained teachers were more comfortable in using interactive teaching methods and in explaining sensitive issues to their students in HIV/AIDS classes. They were also competent in using interactive teaching methods and could ensure the participation of students in HIV/AIDS classes.ConclusionsThe findings suggest that cascading training may be scaled up as it helped increase ability, skills, and confidence of teachers to successfully conduct HIV/AIDS classes.

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Section: Discussionsupporting

confidence: 48%

Impact of training of teachers on their ability, skills, and confidence to teach HIV/AIDS in classroom: a qualitative assessment

2013

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“…Teachers are in daily contact with pupils and are familiar with the schools' organization. As is evident from prior studies, teachers are key to the development, implementation, evaluation, and, therefore, success of health education interventions (16)(17)(18)(19). Moreover, teachers with greater competence in delivering skills-based health education could improve students' health and protective behaviors (20)(21)(22) while reducing risk behaviors (20,23).…”

Section: Discussionmentioning

confidence: 97%

Health-promoting educational settings in Taiwan: development and evaluation of the Health-Promoting School Accreditation System

Chen

Lee

2016

Glob Health Promot

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“…Support for teachers is important for this to occur. The significance of teachers in school health promotion is discussed in greater detail elsewhere (St Leger, 1998;Kinsman et al, 2001;Gyarmathy et al, 2002;Midford et al, 2002).…”

Section: Involving the School And Local Communitiesmentioning

confidence: 99%

Evaluations of health promoting schools: a review of nine studies

Mũkoma

Flisher

2004

Health Promotion International

260

136

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The concept of 'health promoting schools' has been embraced internationally as an effective way of promoting the health of children, adolescents, and the wider school community. It is only recently that attempts have been made to evaluate health promoting schools. This paper reviews evaluations of health promoting schools and draws useful evaluation methodology lessons. The review is confined to school-based interventions that are founded explicitly on the concept of the health promoting school and employ the concept beyond one school domain. We included nine evaluations in this review. Seven of these were published in the peer reviewed scientific literature. Two were unpublished reports. One study was a randomized controlled trial, while a quasi-experimental research design with comparison schools was used in three studies. With three exceptions, combinations of quantitative and qualitative data were collected. There was evidence that the health promoting school has some influence on various domains of health for the school community. It is also possible to integrate health promotion into the school curriculum and policies successfully. However, the evaluation of health promoting schools is complex. We discuss some of the methodological challenges of evaluating health promoting schools and make suggestions for improving future evaluations.

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Evaluation of a comprehensive AIDS education curriculum in Hungary – the role of good educators

Cited by 13 publications

References 10 publications

Impact of training of teachers on their ability, skills, and confidence to teach HIV/AIDS in classroom: a qualitative assessment

Impact of training of teachers on their ability, skills, and confidence to teach HIV/AIDS in classroom: a qualitative assessment

Health-promoting educational settings in Taiwan: development and evaluation of the Health-Promoting School Accreditation System

Evaluations of health promoting schools: a review of nine studies

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