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An exploration of AIDS education and teaching methods J. L. Carroll
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Departments of Urology, Psychiatry and Human Behavior , Jefferson Medical College, Thomas Jefferson University , Philadelphia, Pennsylvania, USA Published online: 25 Sep 2007.
To cite this article: J. L. Carroll (1991) An exploration of AIDS education and teaching methods, AIDS Care: Psychological and Socio-medical Aspects of AIDS/HIV, 3:1, 101-104, DOI: 10.1080/09540129108253051 To link to this article: http://dx.doi.org/10.1080/09540129108253051
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AIDS CARE, VOL. 3, NO.
1, 1991
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IN PRACTICE
An exploration of AIDS education and teaching methods
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J. L. CARROLL Departments of Urology, Psychiatry and Human Behavior, Jefferson Medical College, Thomas 'feflerson University, Philadelphia, Pennsylvania, USA
Abstract The purpose of the present research was to examine the relationships between AIDS educational methodologies and learninghetention of medical students. The results suggest that certain teaching methods may be more effective in the development of positive attitudes about caring for persons with AIDS. Introduction Medical and nursing students have been found to hold negative and fearful attitudes about persons with AIDS (Carroll, 1989; 1990). These stigmatizing attitudes and fears can interfere with their interest, knowledge and ease in dealing with their patients. The need for more extensive AIDS education for these health care professionals has frequently been noted (Osborn, 1986; Jenna, 1987; Pinella & Dubin, 1987; Cotton, 1988; Carroll, 1989).
Method In late 1989, 89 first year students at a large American medical institution were given AIDS education. A random pre-post test design was utilized in the study. Three different teaching methodologies were utilized and compared to examine cognitive and attitudinal changes. The age range of these students was 20-34 years. Results of this study revealed that medical students were feeling afraid and uncomfortable about working with persons with AIDS (Carroll, 1989). It was also found that certain teaching methods were more effective in attitudinal change. In 1990, a similar AIDS program was given to 34 nursing students at the same institution, again to explore the relationship of pedagogical strategies and the development of AIDS knowledge and attitudes (Carroll, 1990). It was found that nursing students were also feeling afraid and uncomfortable caring for persons with AIDS. Qualitative data revealed that these students preferred using a variety of teaching modalities to enhance their learning. Given that many health care professionals are feeling uncomfortable and fearful about this disease and that certain pedagogical strategies may be more effective, this paper will explore the AIDS educational methodologies. Address for correspondence: J. L. Carroll, Assistant Professor, Department of Psychology, Baker University, Baldwin City, Kansas 66006, USA.
102 J. L. CARROLL
AIDS programmes The AIDS educational methodologies used in these programmes included: didactic, audiovisual, experiential, guest speakers, and assigned readings. Descriptions of these methodologies will follow.
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Didactic methodology The didactic methodology is one of the most popular and widely used (Green, 1980; Lowman, 1984). Although it has been critized that medical schools rely too heavily on this method, it is still the most predominant form of instruction. This methodology is frequently used for AIDS education in medical schools for several reasons. It is a method that most of the students are already accustomed to, it is very non-threatening and a great deal of cognitive information can be transmitted in a short time period. Aspects of the disease which may be covered during the lecture include: epidemiology; incidence; evaluation; treatment; psychosocial aspects; and the effects on the family.
Audiovisual methodology Audiovisual technology is an increasingly important and rapidly expanding instructional methodology. The benefits include: reinforcement of the cognitive information obtained from the didactic session; maintains student’s interest level; and it provides the student with a ‘real’ experience that they can relate to. Students often report that the audiovisual method is one of their favourites. This includes medical students, who have often been force-fed the didactic method. In the present studies, two films were used. One was entitled Too Little, Too Late which is produced by Fanlight Productions, and the other was a local tape put together by the Philadelphia Health Department. The films facilitated the raising of questions and issues which overlapped into other class periods.
Experiential methodology The experiential methodology is infrequently used in medical institutions. Often arguments against it’s use include things like it is too ‘touchy-feely’ or some related complaint. However, students appear to enjoy participating in this method. The experiential methodology includes role-playing, which helps students to explore their feelings, gain insight into their attitudes, values and perceptions. The central idea in role-playing is that one learned best by doing. Because of the interactional focus of the methodology it can also motivate students to participate. Active student involvement is often associated with increased learning. In the present study, the role-play was preceded by a brainstorm of how the disease might affect families of persons with AIDS. The role play exercise was designed to allow students to empathize with these families (O’Keefe, 1989).
Guest speakers This methodology was by far the most effective of any of the aforementioned tools. Qualitative data revealed students felt they gained the most information from this session. In these sessions, two guest speakers we invited from an AIDS organization. One was a person
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with AIDS (PWA) who shared his experiences in the health care system and how the disease has affected him. The other speaker was a woman who had recently lost a brother to AIDS. It was anticipated that by seeing a PWA, students would be able to empathize with them. Many of the students shared that they had never seen or interacted with anyone with AIDS before the class session.
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Assigned readings Since the area of AIDS research is rapidly changing, it is virtually impossible to find a textbook which contains enough factual information about this disease. I have found that keeping abreast of new research and publications in this area, I can provide the students with copies of articles. This serves two useful purposes, it provides current information and gives an idea of what research studies are being implemented. Past research indicates that many students gain most of their information about AIDS through the popular media (Carroll, 1989; 1990), therefore the use of relevant scientific research can help to disintegrate myths and stereotypes that are often perpetuated in the popular areas.
Results Data analysis from these two studies revealed that many students reported that they did not feel comfortable interacting with persons with AIDS (PWAS), their lovers or family members. Studies indicate that regardless of cognitive levels, negative attitudes may interfere with cognitive knowledge or the ability to work most effectively with persons with AIDS (Temoshok et al., 1987). Results also indicated that certain teaching methods may be more effective in the development of positive attitudes about caring for persons with AIDS. Students who received the experiential and audiovisual teaching methods reported more comfort working with either persons with AIDS (PWAS) or their lovers (Carroll, 1989) Guest speakers were also found to be extremely effective. Students who were given a combination of AIDS educational methodologies appeared to benefit the most attitudinally. In addition, qualitative data revealed that the students preferred a combination of teaching methods.
Conclusion Although alternative methodologies do exist in medical education, there tends to be a focus on the cognitive and didactic aspects of teaching medical and nursing students. Unfortunately, AIDS cannot effectively be taught in a cognitive fashion because of the fear and uncertainty that surround the disease. These fears, attitudes, feelings, and anxieties students may inhibit learning. Therefore, we must help students to understand their anxieties and fears with this disease. The use of multiple teaching methodologies appears to facilitate this learning.
References CARROLL, J.L. (1989) AIDS education for first year medical students: a quasi-experimental in knowledge and attitude development and retention involving three teaching methodologies: experiential, didactic, and audiovisual (Dissenarion Absrracts, #8922473, University of Pennsylvania). CARROLL, J.L. (1990) Do nursing students need AIDS education? Nurse Educator, in Press.
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104 J. L. CARROLL C O ~ O ND.J. , (1988) The impact of AIDS on the medical care system, Journal of the American Medical Association, 260, p. 519-523. DOUGLAS, C.J., KALMAN, C.M. & KALMAN, T.P. (1985) Homophobia among physicians and nurses: an empirical study, Hospital and Community Psychiatry, 36, pp. 1309-1311. GERBERT, B. et al. (1988) Why fear persists: health care professionals and AIDS, Journal of the American Medical Association, 260, pp. 3481-3483. GREEN,L. et al. (1980) Selection of educational strategies, in: L. GREEN(Ed) Health Education Planning: A Diagnostic Approach (Palo Alto, CA, Mayfield Publishing Company). JENNA, J.K. (1987) Caring for the caregivers, Healthcare Forum Journal (November Issue). LOWMAN, J. (1984) Mastering the Techniques of Teaching (San Francisco, CA, Jossey-Bass Publishers Inc.). O’KEEFE,P. (1989) Personal Communication. OSBORN,J.E. (1986) AIDS, social sciences, and health education: a personal perspective, Health Educarion Quarterly, 13, pp. 287-299. PINELLA, V.J. & DUBIN,W.R. (1987) The hidden victims ofAIDS: healthcare workers and families, The Psychianic Hospital, 19, PP. 115-120. TEMOSHOK, L. et al. (1987) A three city comparison of the public’s knowledge and attitudes about AIDS, Psychology &Health, 1, pp. 43-60.