Prevention of intestinal parasites in a tri‐border area of Latin America: Children perceptions and an integral health education strategy

Abstract

To investigate knowledge of school-aged children and their perception on intestinal parasites, and to assess knowledge reconstruction on prevention practices after specific training in the subject. We performed an activity package that included the analysis of children's drawings of intestinal parasites, and information and communication technologies (ITCs) to transfer knowledge about these pathogens and prevention measures. Retrieval learning activities were performed to fixation of general and specific prevention and control measures.Overall, we found that there is a knowledge gap in many aspects of parasite biology and ecology, and therefore on the risk of infection and acquisition mechanisms. After ITCs, the children improved their knowledge over non-trained children.The approaches used to transfer knowledge and for learning, fixation were valuable tools for incorporating changes in misconceptions and in the deep-rooted habits that favour entero-parasitic diseases. This has important implications for the specific design of future education materials and campaigns. Understanding of perceptions helps to provide justifications and knowledge to achieve changes in unhealthy habits, and it constitutes the basis for the transformation of many risky practices.

Neoplastic patients’ knowledge about intestinal parasitoses in southern Brazil

“…Other preventive measures were rarely mentioned, but they are also important: wearing shoes, for instance. Being barefoot is a risk factor for many infections, mainly in a population that is more susceptible to different pathogens (Lesshafft et al, 2011;Schär et al, 2013;Rivero et al, 2017). In addition, the use of potable water (Amuta et al, 2010) and care towards the origin, preparation and consumption of foods should be highlighted because they are modes of transmission, especially when they are either consumed in natura or undercooked (Nyarango et al, 2008;Dorny et al, 2009).…”

Can you catch Ebola from a stork bite? Inductive reasoning influences generalization of perceived zoonosis risk

“…Another way to study more pathogen or animal-specific generalizations is to probe, in greater depth, people’s concepts of specific zoonotic diseases to see how their representations impact the generalizations they make. Although not aimed at investigating generalization per se, one recent study examined children’s concepts of intestinal parasites by examining their drawings of the parasites [ 41 ], and how these drawings related to later performance on a test of preventative practices. In addition to giving a window into potential misconceptions about a disease, drawings may provide information about what types of generalizations people will make.…”

“…In addition to giving a window into potential misconceptions about a disease, drawings may provide information about what types of generalizations people will make. For example, Rivero, et al, [ 41 ] found that some children drew oral or skin-based acquisition routes, which may be indicative of which routes are most salient to the child. Salience of particular acquisition routes may ultimately influence which preventative activities people engage in.…”

Edutainment and infographics for schistosomiasis health education in Ndumo area, Kwazulu-Natal, South Africa

“…Behaviour change campaigns that promote knowledge and awareness of parasitic diseases are useful in controlling and reducing infections (McManus et al, 2014). Health interventions that incorporate the socio-cultural contexts of communities help to justify the need for behaviour change amongst affected communities (Rivero et al, 2017). Health education methods such as movies, plays, traditional performance, poetry, slogans and posters can promote health behaviour change (Chen et al, 2016).…”