Acceptability and challenges of introducing an educational audio-drama about gender violence and HIV prevention into schools in Botswana

An implementation review

Bibliographic Data

ID19439145
AuthorsAnne Cockcroft (0000-0002-1558-1106, CIET Trust Botswana, Gaborone, Botswana, corresponding author), Nobantu Marokoane (CIET Trust Botswana, Gaborone, Botswana), Leagajang Kgakole (CIET Trust Botswana, Gaborone, Botswana), Puna Mhati (CIET Trust Botswana, Gaborone, Botswana), Nametsego Tswetla (National AIDS Coordinating Agency, Gaborone, Botswana), Ikko Sebilo (Ministry of Health and Wellness, District Health Management Team, Tutume, Botswana), Neil Andersson (0000-0002-5220-2136, CIET/PRAM, Department of Family Medicine, McGill University, Montreal, Canada)
Year2019
Volume31
Issue11
Pages1397-1402
Publication date2019-11-02
Open AccessNo
TypeARTICLE
VenueAIDS Care (JOURNAL)
Journal identifiersISSN: 0954-0121 • E-ISSN: 1360-0451
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/09540121.2019.1595521
PMID30909721
OpenAlexW2923602571
LanguageEN
Citations received1
References cited19

Structural interventions for HIV prevention are typically complex and evaluation should include measurement of implementation. In a trial of a structural intervention for HIV prevention in Botswana we trained teachers to use an audio-drama about gender violence and HIV (BVV). We measured the use of BVV by the trained teachers, and the factors related. In three-day workshops we trained guidance teachers in primary and secondary schools to use the 8-episode BVV audio-drama, that covers gender, gender violence and HIV. One to two years later, two interviewers visited schools and administered an electronic questionnaire to the head teacher and to the BVV-trained teacher. Most teachers (70%, 72/103) had used the BVV materials and reported a positive response from students. Primary school teachers were less likely to have used BVV (adjusted odds ratio (ORa) 0.24, 95% cluster adjusted confidence interval (CIca) 0.07-0.88). Teachers in schools with a working MP3 player were more likely to have used BVV (ORa 3.75, 95% CIca 1.11-12.70). Implementation was much lower in one district (ORa 0.12, 95% CIca 0.04-0.36), related to language constraints. The main difficulty was lack of time, especially in primary schools. These findings could inform rollout of the BVV programme in schools.Abbreviations: BVV: Beyond Victims and Villains audio-drama; CI: Confidence interval; OR: Odds ratio

Art · Audio visual · Drama · Family medicine · Multimedia · Pedagogy · Sociology · Visual arts · Computer Science · Medicine · Psychology · Qualitative Research Methods and Applications

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