社区健康教育是世界范围内提高健康素养的最有效措施之一,可以为实现可持续发展目标3的具体目标做出贡献。数字化健康教育材料可以提高健康知识作为健康素养的一个维度,在撒哈拉以南农村地区的疾病预防中发挥重要作用。
这项研究的目的是评估数字健康教育干预对吸收和保留与艾滋病毒/艾滋病相关知识的影响。结核病(TB),伊林加农村社区的猪带虫(神经)囊虫病和头虫病,坦桑尼亚。
我们对15至45岁的参与者进行了一项非随机干预研究,从伊林加的4个村庄随机挑选,坦桑尼亚。干预由两部分组成。基线评估后,我们在平板电脑上向参与者展示了3个健康动画视频。6个月后,通过综合数字健康教育平台,向干预村免费提供社区信息点(InfoSpots)。对照组的参与者没有接受干预。主要结果是干预组和对照组在疾病知识方面的差异,基线后12个月。使用开放式问卷收集数据,在干预前后有正确或不正确的答案。
在2019年4月至5月之间,共有600名参与者被招募到干预组(n=298,49.7%)或对照组(n=302,50.3%)。在基线,对目标疾病的知识没有观察到统计学上的显著差异。干预后12个月,了解艾滋病毒/艾滋病,TB,和T.solium(神经)囊虫病和taeniosis为10.2%(95%CI5.0%-15.4%),12%(95%CI7.7%-16.2%),干预组比对照组高31.5%(95%CI26.8%-36.2%),分别。在所有4个领域(传输,症状,治疗,和预防),在所有三种疾病中观察到知识的增加,尽管程度不同。结果针对潜在的混杂因素进行了调整,并且在评估退出的敏感性分析中保留了主要结果的重要性.在12个月的评估中报告使用InfoSpots的参与者进一步将他们对目标疾病(艾滋病毒/艾滋病)的了解增加了6.8%,7.5%(TB),与未使用InfoSpots的参与者相比,正确答案的平均比例高出13.9%。
基于动画健康视频和使用免费InfoSpots的数字健康教育具有提高健康知识的巨大潜力,特别是在低收入和中等收入国家的农村地区。
ClinicalTrials.govNCT03808597;https://clinicaltrials.gov/ct2/show/NCT03808597。
RR2-10.2196/25128。
Community health education is one of the most effective measures to increase health literacy worldwide and can contribute to the achievement of specific targets of the Sustainable Development Goal 3. Digitalized health education materials can improve health knowledge as a dimension of health literacy and play an important role in disease prevention in rural sub-Saharan settings.
The objective of this research is to assess the effect of a digital health education intervention on the uptake and retention of knowledge related to HIV/AIDS, tuberculosis (TB), and Taenia solium (neuro)cysticercosis and taeniosis in rural communities in Iringa, Tanzania.
We conducted a nonrandomized intervention
study of participants aged 15 to 45 years, randomly selected from 4 villages in Iringa, Tanzania. The intervention consisted of 2 parts. After the baseline assessment, we showed the participants 3 animated health videos on a tablet computer. After a period of 6 months, free access to community information spots (InfoSpots) with an integrated digital health education platform was provided to the intervention villages. Participants in the control group did not receive the intervention. The primary outcome was the difference in disease knowledge between the intervention and control groups, 12 months after baseline. Data were collected using an open-ended questionnaire, with correct or incorrect answers before and after intervention.
Between April and May 2019, a total of 600 participants were recruited into the intervention (n=298, 49.7%) or control (n=302, 50.3%) groups. At baseline, no statistically significant differences in knowledge of the target diseases were observed. At 12 months after intervention, knowledge about HIV/AIDS, TB, and T. solium (neuro)cysticercosis and taeniosis was 10.2% (95% CI 5.0%-15.4%), 12% (95% CI 7.7%-16.2%), and 31.5% (95% CI 26.8%-36.2%) higher in the intervention group than in the control group, respectively. In all 4 domains (transmission, symptoms, treatment, and prevention), an increase in knowledge was observed in all the 3 diseases, albeit to varying degrees. The results were adjusted for potential confounders, and the significance of the primary results was maintained in the sensitivity analysis to assess dropouts. The participants who reported using the InfoSpots in the 12-month assessment further increased their knowledge about the target diseases by 6.8% (HIV/AIDS), 7.5% (TB), and 13.9% higher mean proportion of correct answers compared with the participants who did not use the InfoSpots.
Digital health education based on animated health videos and the use of free InfoSpots has significant potential to improve health knowledge, especially in rural areas of low- and middle-income countries.
ClinicalTrials.gov NCT03808597; https://clinicaltrials.gov/ct2/show/NCT03808597.
RR2-10.2196/25128.