Effects of a rapid peer-based HIV/AIDS educational intervention on knowledge and attitudes of high school students in a high-income Arab country
Barss, P.; Grivna, M.; Ganczak, M.; Bernsen, R.; Al-Maskari, F.; El Agab, H.; Al-Awadhi, F.; Al-Baloushi, H.; Al-Dhaheri, S.; Al-Dhahri, J.; Al-Jaberi, A.; Al-Kaabi, S.; Khouri, A.; Al-Kitbi, H.; Al-Mansoori, D.; Al-Marzouqi, M.; Al-Muhairy, S.; Al-Neaimi, W.; Al-Shamsi, E.; Zahmi, A.M.; Yammahi, A.A.
Journal of Acquired Immune Deficiency Syndromes 52(1): 86-98
2009
ISSN/ISBN: 1525-4135 PMID: 19590431 DOI: 10.1097/qai.0b013e31819c153fDocument Number: 207607
In response to low knowledge about HIV and intolerant attitudes toward persons living with HIV among Arab university students, a peer-based educational intervention was developed and impact evaluated on knowledge and attitudes of high school students in 2 of 4 main cities of United Arab Emirates. Four small teams of final year medical students, 3 female and 1 male, were trained. Multistage random sampling selected 14 female and 5 male Arab schools, then 56 female and 14 male grade 12 classes in Al Ain and Abu Dhabi. The 90-minute intervention included a factual presentation and 3 attitude workshops. Baseline and postintervention knowledge and attitudes were assessed. Significance was tested by McNemar, Wilcoxon signed rank, and multilevel regression tests. Response was 99.6%, 1398 females and 505 males. Misconceptions about modes of transmission and intolerant attitudes were evident. Mean knowledge score improved from 65% to 82% and attitude 51% to 64%, that is, relative increase 26% (P < 0.0005). Females had slightly lower baseline knowledge than males but showed greater improvement in knowledge and attitudes (P < 0.0005) Grade 12 students' knowledge about HIV/AIDS was inadequate and attitudes stigmatizing. Peer-based knowledge workshops were effective, especially among females. Concise integrated teaching and workshops designed to address key knowledge and attitudinal deficiencies can be highly effective.