2000, Number 1
Knowledges and the impact of three teaching methods in relation to Acquired Immunodeficiency Syndrome in university students
Castro-Sansores CJ, López-Avila MTJ, Góngora-Biachi RA
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Language: Spanish
References: 16
Page: 7-16
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ABSTRACT
Introduction. In this paper we evaluated the knowledge and concepts with respect to the Acquired Immunodeficiency Syndrome (AIDS) and the impact of education using a video, a lecture with slides and a conference on the teaching of concepts about AIDS in a group of university students.Materials and Methods. A prospective, longitudinal and comparative study was carried out. Students from 4 different degree courses at the Universidad Autonoma de Yucatan were chasen woung stratified conglomerate samplig. 12 groups (3 from each faculty) were chosen and given the same information. One group was taught by video, another using slides, and the last through lecture. A questionaire was given one week prior to the study and another one week after the class. Variance analysis was used to compare the averages of the scores. To analysys the answers about knowledge and preventive measures descriptive statistic were used and compared throght the χ2 test.
Results. The group consisted of 584 students, 355 (60.8%) men and 229 (39.2%) women with a average age of 20.4 (17-28) years. Two hundred eighteen (37.3%) were sexually active, (4.6% had homosexual preferences, 14.1% had bisexual preferences and 81.3% had heterosexual preferences). Sixty percent of this subgroup said they never or rarely used condom. A significant difference between knowledge prior to and posterior to the study was demonstrated. The groups which received the conference had a lower score than those who received it via video and slides (p ‹ 0.01). However, there was no difference between the video and the use of slides (p= 0.19). Despite the improvement in knowledge prior and posterior to the study, some concepts about preventive measures and transmission mechanism continue to be incorrect (sexual practice without reaching coitus, isolations of patients with AIDS, transmission by a kiss, tears, hands, among others).
Conclusions. A increase in knowledge posterior to the study was observed, no matter which method was used, although the impact of the use of the video and the slides was greater than that of the conference without visual aids. However some mistaken concepts were not corrected, which suggest the necessity to reinforcing those concepts when designing teaching programmes.
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