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

Sarma, Haribondhu; Islam, Mohammad Ashraful; Gazi, Rukhsana

doi:10.1186/1471-2458-13-990

Cited by 13 publications

(12 citation statements)

References 21 publications

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“…These findings of the current study are consistent with those of studies conducted by Sarma, Islam, and Gazi (2013) and Sarma, Islam, Khan, Chowdhury, & Gazi (2017).…”

Section: Impact Of Hiv/aids Education Through Fct On Secondary and Hisupporting

confidence: 93%

The impact of HIV/AIDS education through formal curriculum and texts in Bangladesh: A study on secondary and higher secondary students

Huda

Ferdous

2018

IJPPH

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“…These findings of the current study are consistent with those of studies conducted by Sarma, Islam, and Gazi (2013) and Sarma, Islam, Khan, Chowdhury, & Gazi (2017).…”

Section: Impact Of Hiv/aids Education Through Fct On Secondary and Hisupporting

confidence: 93%

The impact of HIV/AIDS education through formal curriculum and texts in Bangladesh: A study on secondary and higher secondary students

Huda

Ferdous

2018

IJPPH

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“…In similar studies, while training may have improved confidence to teach, the subsequent implementation of education may not occur due to the lack of motivation, time and resources (Bellissimo-Rodrigues et al, 2015). Future evaluation of impact could be measured through a case-control study, as demonstrated by Sarma and colleagues with an HIV-related training intervention for school educators (Sarma et al, 2013). A study in progress in South Gloucestershire may provide insight into the impact of the training of educators on the handwashing behaviour of primary students following education; however, the sample size of educators in this study is small (South Gloucestershire Council, 2013).…”

Section: Implications and Future Workmentioning

confidence: 99%

Improving educator’s knowledge and confidence to teach infection prevention and antimicrobial resistance

Hayes

Eley

Brown

et al. 2020

Health Education Journal

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Objective: e-Bug is a teaching resource that addresses the UK 5-year National Action Plan on antimicrobial resistance (AMR) that pledges to work with educators and local authorities to ensure young people understand infection prevention and control (IPC) and AMR. This study aimed to evaluate the effectiveness and acceptability of the e-Bug face-to-face train-the-trainer intervention with school and community educators. Design: Service evaluation of an educational intervention via surveys. Setting: Workshops were organised by Public Health England (PHE) and collaborators in seven regions of the UK during 2018–2019. Method: Pre- and post-intervention surveys measured satisfaction with training, knowledge of IPC and AMR, and confidence to teach others. Statistical analyses included multilevel and ordinal logistic regression models to measure change in educator knowledge and confidence. Results: In all, 262 educators participated: primary (46%), secondary (17%), college (2%), healthcare (29%) and community (7%). Educators had high pre-intervention knowledge of topics, with significant improvement ( p < .05) in confidence to teach all topics and some significant IPC knowledge improvement, post-intervention. There was strong evidence for a difference in confidence change between educator types, with primary educators improving the most. Ninety-five percent of educators rated the train-the-trainer workshop positively, valued the interactive workshops and felt confident to use the resources. Conclusion: Confident and knowledgeable educators, achieved via e-Bug train-the-trainer workshops, will enhance education of IPC and AMR topics in schools and communities, and therefore support the UK 5-year AMR action plan. The intervention will be monitored with long-term follow-up surveys to explore how training has been disseminated and to evaluate long-term benefits.

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“…The teachers' feedbacks were similar to another study in Bangladesh. The teachers in that study perceived benefit of the prepared lesson and reduced their misconception after joining the training session (Sarma, Islam, & Gazi, 2013). A sensitive sensitive and quite a technical topic such as SRH is best to be taught for at least six days, especially for those without any experience learning it.…”

Section: Discussionmentioning

confidence: 88%

Trainee Teachers Post-Training Qualitative Assessment Onsexual Reproductive Health for Special Children

Mohamed

Ibrahim²,

Ramdzan³

et al. 2019

MJMR

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IntroductionProviding training on areas of known social cultural limitation such as sexual and reproductive health (SRH) is challenging and many end up with improper training. Present study aims to explore facilitators' skills and exploring feedback on the SRH program implementation. A training program was conducted based on existing module developed by Ministry of Health Malaysia. The focus of the training is on imparting essential sexual reproductive health knowledge for the teachers and instilling confidence in educating it on children and adolescents particularly those with disabilities. Methods The respondents were enrolled from a training centre for teachers trained for special needs children. The fascilitators of the program were the public health doctors in training. A case studies design was used to explore the themes. Nine focus group discussions comprising 15 participants each were conducted on teachers who had participated in the training. A semi-guided questionnaire was used to guide the discussion. Discussions were audio and video recorded with permission then transcribed verbatim. Transcriptions were analysed using thematic analysis to capture similarities and differences in views expressed by the participants. Results Eight themes were derived. Three related to the facilitators which were personality and characteristics, knowledge and skills. Five were related to the programme implementation -time, input, output, outcome and venue. Conclusion Generally, the programme received positive remarks. Programme input needs further improvement. Based on the participants' feedback, the programme managed to achieve its objectives. Facilitators were able to facilitate the training satisfactorily.

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

Cited by 13 publications

References 21 publications

The impact of HIV/AIDS education through formal curriculum and texts in Bangladesh: A study on secondary and higher secondary students

The impact of HIV/AIDS education through formal curriculum and texts in Bangladesh: A study on secondary and higher secondary students

Improving educator’s knowledge and confidence to teach infection prevention and antimicrobial resistance

Trainee Teachers Post-Training Qualitative Assessment Onsexual Reproductive Health for Special Children

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