Parwej Saroj, Kumar Rajesh, Walia Indarjeet, Aggarwal Arun K
Postgraduate Institute of Medical Education and Research (PGIMER), Chandigarh, India.
Indian J Pediatr. 2005 Apr;72(4):287-91. doi: 10.1007/BF02724005.
To measure the effectiveness of a reproductive health education package in improving the knowledge of adolescent girls aged 15-19 years in Chandigarh (India).
A reproductive health education package, developed in consultation with parents, teachers and adolescents, was delivered to randomly sampled classes of two senior secondary schools and one school was selected as control. In one school, a nurse conducted 15 sessions for 94 students in three batches using conventional education approach. In another school she conducted sessions for a selected group of 20 adolescents who later disseminated the messages informally to their 84 classmates (peer education). Using a 70-item structured questionnaire the knowledge of 95 adolescents from conventional, 84 from peer, and 94 from control school were assessed before and one month after the last session. Change in the score in intervention and control groups was tested by ANOVA taking age and socio-economic status as covariates.
Teachers, parents and students overwhelmingly (88%, 95.5% and 93% respectively) favoured reproductive health education program. Five percent of the respondents reported that someone in their class is having sexual relations, and 13% of the girls approved of pre-marital sexual relations. Reproductive health knowledge scores improved significantly after intervention in conventional education (27.28) and peer education group (20.77) in comparison to the controls (3.64). Post-test scores were not significantly different between peer education group and conventional education group (43.65 and 40.52 respectively) though the time consumed in delivering the peer education intervention was almost one third of the time taken to implement conventional education.
Peer education and conventional education strategies were effective in improving the reproductive health knowledge of adolescent girls but peer strategy was less time consuming.
评估一套生殖健康教育方案对提高印度昌迪加尔15 - 19岁少女知识水平的效果。
与家长、教师和青少年协商制定的一套生殖健康教育方案，被提供给两所高中随机抽取的班级，另一所学校作为对照。在一所学校，一名护士采用传统教育方法分三批为94名学生进行了15次授课。在另一所学校，她为20名选定的青少年授课，这些青少年随后将信息非正式地传播给了他们的84名同学（同伴教育）。使用一份包含70个条目的结构化问卷，对95名接受传统教育的青少年、84名接受同伴教育的青少年以及94名对照学校的青少年在最后一次授课前和授课后一个月的知识水平进行了评估。以年龄和社会经济地位作为协变量，通过方差分析检验干预组和对照组得分的变化。
教师、家长和学生绝大多数（分别为88%、95.5%和93%）赞成生殖健康教育项目。5%的受访者表示他们班上有人在发生性关系，13%的女孩赞成婚前性行为。与对照组（3.64）相比，传统教育组（27.28）和同伴教育组（20.77）在干预后生殖健康知识得分显著提高。同伴教育组和传统教育组的测试后得分没有显著差异（分别为43.65和40.52），尽管实施同伴教育干预所花费的时间几乎是实施传统教育所花费时间的三分之一。
同伴教育和传统教育策略在提高少女的生殖健康知识方面均有效，但同伴教育策略耗时更少。
