Impact of training of teachers on their ability, skills, and confidence to teach HIV/AIDS in classroom: a qualitative assessment
Identifieur interne : 002680 ( Main/Curation ); précédent : 002679; suivant : 002681Impact of training of teachers on their ability, skills, and confidence to teach HIV/AIDS in classroom: a qualitative assessment
Auteurs : Haribondhu Sarma [Bangladesh] ; Mohammad Ashraful Islam [Bangladesh] ; Rukhsana Gazi [Bangladesh]Source :
- BMC Public Health [ 1471-2458 ] ; 2013.
Abstract
Considering the significant impact of school-based HIV/AIDS education, in 2007, a curriculum on HIV/AIDS was incorporated in the national curriculum for high school students of Bangladesh through the Government’s HIV-prevention program. Based on the curriculum, an intervention was designed to train teachers responsible for teaching HIV/AIDS in classes.
In-depth interviews were conducted with teachers to understand their ability, skills, and confidence in conducting HIV/AIDS classes. Focus-group discussions (FGDs) were conducted with students who participated in HIV/AIDS classes. HIV/AIDS classes were also observed in randomly-selected schools. Thematic assessment was made to analyze data.
The findings showed that the trained teachers were more comfortable in using interactive teaching methods and in explaining sensitive issues to their students in HIV/AIDS classes. They were also competent in using interactive teaching methods and could ensure the participation of students in HIV/AIDS classes.
The findings suggest that cascading training may be scaled up as it helped increase ability, skills, and confidence of teachers to successfully conduct HIV/AIDS classes.
Url:
DOI: 10.1186/1471-2458-13-990
PubMed: 24144065
PubMed Central: 4016607
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Based on the curriculum, an intervention was designed to train teachers responsible for teaching HIV/AIDS in classes.</p></sec><sec><title>Methods</title><p>In-depth interviews were conducted with teachers to understand their ability, skills, and confidence in conducting HIV/AIDS classes. Focus-group discussions (FGDs) were conducted with students who participated in HIV/AIDS classes. HIV/AIDS classes were also observed in randomly-selected schools. Thematic assessment was made to analyze data.</p></sec><sec><title>Results</title><p>The findings showed that the trained teachers were more comfortable in using interactive teaching methods and in explaining sensitive issues to their students in HIV/AIDS classes. They were also competent in using interactive teaching methods and could ensure the participation of students in HIV/AIDS classes.</p></sec><sec><title>Conclusions</title><p>The findings suggest that cascading training may be scaled up as it helped increase ability, skills, and confidence of teachers to successfully conduct HIV/AIDS classes.</p></sec></div></front><back><div1 type="bibliography"><listBibl><biblStruct></biblStruct><biblStruct><analytic><author><name sortKey="Kirby, D" uniqKey="Kirby D">D Kirby</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Gallant, M" uniqKey="Gallant M">M Gallant</name></author><author><name sortKey="Maticka Tyndale, E" uniqKey="Maticka Tyndale E">E Maticka-Tyndale</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Kirby, Db" uniqKey="Kirby D">DB Kirby</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Kirby, Db" uniqKey="Kirby D">DB 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