Sarma Haribondhu, Oliveras Elizabeth
Centre for Nutrition and Food Security, icddr,b, Mohakhali, Dhaka 1212, Bangladesh.
J Health Popul Nutr. 2013 Mar;31(1):20-7. doi: 10.3329/jhpn.v31i1.14745.
School-based HIV/AIDS education is a common and well-proven intervention strategy for providing information on HIV/AIDS to young people. However, lack of skills among teachers for imparting sensitive information to students can lead to programme failure in terms of achieving goals. A cross-sectional study was conducted among teachers to identify the factors that support or hinder their role in HIV/AIDS education. A self-administered questionnaire was used for interviewing teachers from randomly-selected schools in two adjacent districts in Bangladesh. Based on exposure to teachers' training, the districts were divided into control and intervention areas and the teachers' ability, skill, and their participation in HIV/AIDS education were compared between the districts. Trained teachers in the intervention schools were more likely to participate, less likely to face difficulties, and more likely to use interactive teaching methods in HIV/ AIDS classes compared to the controls who did not receive any training. Inadequate allocation of time for conducting the HIV/AIDS class was found to be barriers to HIV/AIDS education that suggest the need to provide teachers with more support in terms of training and logistics.
以学校为基础的艾滋病毒/艾滋病教育是向年轻人提供艾滋病毒/艾滋病信息的一种常见且经过充分验证的干预策略。然而，教师缺乏向学生传授敏感信息的技能可能导致该计划在实现目标方面失败。对教师进行了一项横断面研究，以确定支持或阻碍他们在艾滋病毒/艾滋病教育中发挥作用的因素。使用一份自填式问卷对来自孟加拉国两个相邻地区随机选择学校的教师进行访谈。根据教师接受培训的情况，将这些地区分为对照区和干预区，并比较了两个地区教师在艾滋病毒/艾滋病教育方面的能力、技能及其参与情况。与未接受任何培训的对照组相比，干预学校中经过培训的教师更有可能参与，遇到困难的可能性更小，并且在艾滋病毒/艾滋病课程中更有可能使用互动教学方法。发现用于开展艾滋病毒/艾滋病课程的时间分配不足是艾滋病毒/艾滋病教育的障碍，这表明需要在培训和后勤方面为教师提供更多支持。
