Entertainment-education radio serial drama and outcomes related to HIV testing in Botswana.

Centers for Disease Control and Prevention, Division of Reproductive Health, Women's Health and Fertility Branch, 4770 Buford Hwy. NE, Mailstop K-34, Atlanta, GA, USA.
AIDS education and prevention: official publication of the International Society for AIDS Education (Impact Factor: 1.51). 01/2009; 20(6):486-503. DOI: 10.1521/aeap.2008.20.6.486
Source: PubMed

ABSTRACT Makgabaneng is an entertainment-education radio serial drama written and produced in Botswana to promote prevention of HIV. This effort is part of the national response to HIV/AIDS. Broadcast of the serial drama began in August 2001, and two new 15-minute episodes air each week. We examined associations between exposure to Makgabaneng and outcomes related to HIV testing, including stigmatizing attitudes, intention to be tested, talking with a partner about testing, and testing for HIV, among 555 sexually active respondents. The four measures of exposure to Makgabaneng were frequency of listening, duration of listening, talking about the program, and attentiveness to and identification with relevant characters. Data were collected approximately 18 months after the drama began airing. We found positive associations between exposure to the program and intermediate outcomes, including lower level of stigmatizing attitudes, stronger intention to have HIV testing, and talking to a partner about testing. Although associations were identified with all four measures of exposure, increased duration of listening was associated with more positive outcomes than the other measures. This finding suggests that longer term exposure to entertainment-education programming may be important for behavior change.

  • [Show abstract] [Hide abstract]
    ABSTRACT: We observed that students are used to employ the graphical user interface (GUI) elements such as icons and texts in gestural interaction designs, depending on their prior experiences. However, prior knowledge of GUI design often leads the students to create cliché and impractical designs for gestural interaction. To solve the problem, our study aims to explore feedback as an alternative education method, enhanced by an exercise we call ‘gestural shadow mapping’, which is based on the art of mime, within the concept of creative drama. Using a basic setup for shadow representation, a group of design students practised expressing prepared visual compositions as gestural shadow maps for an audience of their peers. After several observations, feedback showed that the method based on gestural shadow mapping does afford students a better understanding of gestural interaction, free from the inhibitions of their prior experiences of GUIs and the limitations of current commercial examples.
    Digital Creativity 12/2013; 24(4). · 0.37 Impact Factor
  • [Show abstract] [Hide abstract]
    ABSTRACT: University students represent a subset of young men and women at risk for HIV in high prevalence settings. Innovative programs are needed to raise awareness on the unique issues around HIV and AIDS in the university campus, while training student leaders for peer-based education. The Process and Collaboration for Empowerment and Discussion (PACED) method engages artists and people living with HIV and AIDS (PLWHA) to create a performance that encourages community dialog about HIV and AIDS and empowers PLWHA. 'This is My Story' was a program at the University of Malawi, Chancellor College, which adapted the PACED approach for university students. A qualitative evaluation conducted 1 year later among students and PLWHA participants and audience members demonstrated retention of the following themes: (i) trust in a relationship and how it affects women,(ii) equality for PLWHA and (iii) life after HIV and AIDS. All of the PLWHA and 90.9% of student participants reported a greater sense of empowerment. Of the audience members, 82.1% discussed the performance with friends and family. We thus present the PACED approach as a valuable tool in HIV and AIDS education and prevention among university students in Malawi.
    Health Education Research 09/2013; · 1.66 Impact Factor
  • [Show abstract] [Hide abstract]
    ABSTRACT: Despite a growing recognition of songs as a useful HIV/AIDS campaign strategy, little research has investigated their potential and/or actual impact. In this study, through a theory-based content analysis, we have assessed the prevention domains covered and the health-relevant constructs promoted by 23 AIDS songs widely used to aid prevention efforts in Ethiopia. To identify the health-relevant constructs and reveal their potential to facilitate or inhibit positive changes, the Extended Parallel Process Model (EPPM) has been used. The findings revealed that the songs cover most of the prevention domains that constitute the current agenda of behavior change communication in Sub-Saharan Africa. However, although all the EPPM variables have been found in almost every song, there were significantly more efficacy messages than threat messages. This suggests that although the songs may lead to positive changes in HIV/AIDS-related outcomes among audiences who have already perceived the threat posed by HIV/AIDS, they are less likely to motivate and thereby generate responses from audiences who have less or no threat perceptions. It is argued that given their potential as a culturally appropriate strategy in Sub-Saharan Africa where oral channels of communication play significant roles, songs could be harnessed for better outcomes through a theory-based design.
    Health Communication 11/2014; · 0.97 Impact Factor