Effectiveness of TB Education on Adolescents' Knowledge and Attitude
Journal name: The Malaysian Journal of Medical Sciences
Original article title: The Effectiveness of Tuberculosis Education Programme in Kelantan, Malaysia on Knowledge, Attitude, Practice and Stigma Towards Tuberculosis among Adolescents
The Malaysian Journal of Medical Sciences (MJMS) is a peer-reviewed, open-access journal published online at least six times a year. It covers all aspects of medical sciences and prioritizes high-quality research.
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Nur Aiza Idris, Rosnani Zakaria, Rosediani Muhamad, Nik Rosmawati Nik Husain, Azlina Ishak, Wan Mohd Zahiruddin Wan Mohammad
The Malaysian Journal of Medical Sciences:
(A peer-reviewed, open-access journal)
Full text available for: The Effectiveness of Tuberculosis Education Programme in Kelantan, Malaysia on Knowledge, Attitude, Practice and Stigma Towards Tuberculosis among Adolescents
Year: 2020 | Doi: 10.21315/mjms2020.27.6.10
Copyright (license): CC BY 4.0
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Summary of article contents:
Introduction
Tuberculosis (TB) remains a significant public health challenge worldwide, particularly in Malaysia, which has been identified as an intermediate TB-burden country. Adolescents are notably affected by TB, accounting for a significant percentage of cases. This study focused on developing a school-based education program aiming to improve the knowledge, attitude, practice, and stigma (KAPS) related to TB among secondary school students. A total of 236 students participated in the program, which encompassed various educational approaches such as lectures, quizzes, small group discussions, and poster exhibitions.
Improvement in Knowledge and Stigma
The findings from the intervention indicated a substantial improvement in the KAPS scores among participants. The education program was successful in significantly enhancing students' knowledge about TB and reducing the stigma associated with the disease, as evidenced by the differences observed between the intervention group and the control group after four weeks. However, no statistically significant changes were observed regarding attitudes and preventive practices, suggesting that while awareness and understanding can be effectively improved through educational interventions, shifting deeply ingrained attitudes and behaviors may require longer-term strategies and reinforcement.
Conclusion
In conclusion, this TB education program demonstrated effectiveness in enhancing knowledge and reducing stigma related to TB among adolescents in a school setting. The study underscores the importance of tailored health education interventions for younger populations, especially in environments where the risk of TB transmission is heightened. Continued efforts to address the attitudes and practices regarding TB, alongside knowledge enhancement, remain essential in controlling TB and promoting health-seeking behaviors among adolescents. This approach can serve as a model for similar health education initiatives aiming for effective disease prevention and awareness.
FAQ section (important questions/answers):
What was the purpose of the TB education programme?
The TB education programme aimed to improve knowledge, attitudes, practices, and reduce stigma related to tuberculosis among adolescents, particularly in secondary schools, to help prevent and control TB transmission.
How was the effectiveness of the TB education programme evaluated?
The effectiveness was evaluated through a school-based non-randomised controlled study using a validated KAPS questionnaire that assessed respondents’ knowledge, attitudes, practices, and stigma before and one month after the intervention.
What were the significant findings of the study?
The study found significant improvements in knowledge and stigma scores in the intervention group compared to the control group. However, there were no significant changes in attitudes and practices related to TB.
Who were the participants in the TB education programme?
The participants included 236 secondary school students aged 14 to 16 years from two schools in Kelantan, Malaysia, with voluntary consent obtained from literate students.
Glossary definitions and references:
Scientific and Ayurvedic Glossary list for “Effectiveness of TB Education on Adolescents' Knowledge and Attitude”. This list explains important keywords that occur in this article and links it to the glossary for a better understanding of that concept in the context of Ayurveda and other topics.
1) Tuberculosis:
Tuberculosis (TB) is a contagious disease that primarily affects the lungs and is caused by the bacterium Mycobacterium tuberculosis. It poses a significant global health threat, particularly in crowded settings like schools. Understanding TB's biology and spread is crucial for preventing outbreaks, especially among vulnerable populations like adolescents.
2) Knowledge:
Knowledge refers to the awareness or understanding of facts, information, and principles about a specific subject. In the context of TB, knowledge encompasses what individuals understand about its causes, symptoms, and means of prevention. Increasing knowledge is vital to reduce stigma and improve health-seeking behaviors related to TB.
3) Education:
Education involves imparting knowledge or skills through structured methods, such as formal schooling or community programs. In addressing TB, educational interventions aim to inform adolescents about the disease's risks, prevention measures, and health implications. Effective health education can change perceptions, enhance preventive practices, and foster healthier communities.
4) Study (Studying):
A study in this context refers to a systematic investigation aimed at understanding a particular issue, often involving data collection and analysis. The study mentioned focused on the impact of an educational program on students' knowledge, attitudes, practices, and stigma regarding TB, providing valuable insights into effective health strategies.
5) Table:
In research, a table presents data systematically, allowing for easy comparison and analysis. Tables display findings such as participant demographics or scores on knowledge assessments regarding TB. They are essential for visualizing results, helping researchers communicate complex information in an understandable manner for readers and stakeholders.
6) Disease:
A disease is an abnormal condition of a living organism, often characterized by specific symptoms and impairing normal functioning. TB is a significant example of a disease that affects millions worldwide. Understanding its nature is essential for effective management, prevention strategies, and reducing the associated stigma in society.
7) Transmission:
Transmission refers to the process by which a disease spreads from one individual to another. For TB, this can occur through airborne droplets from coughing or sneezing by an infected person. Understanding transmission dynamics is crucial for implementing effective public health interventions to reduce infection rates.
8) Discussion:
Discussion in research refers to the section where authors interpret and analyze the significance of their findings. It is crucial for drawing conclusions, emphasizing the implications of educational interventions on knowledge and stigma regarding TB, and suggesting future research areas or policy recommendations based on the results obtained.
9) Substance:
Substance refers to a specific material or matter. In the context of adolescent health, the term often relates to substance use, including alcohol and drugs. Understanding the interplay between substance abuse and diseases like TB is essential, as these behaviors can impact treatment adherence and overall health outcomes.
10) Post:
Post refers to the time after an event or intervention. In this context, post-intervention outcomes are crucial in assessing the effectiveness of educational programs aimed at improving TB knowledge and reducing stigma among students, measuring changes in attitudes and behaviors following the educational efforts.
11) Language:
Language is a system of communication used by a particular community or country. It plays a vital role in education and health promotion, as language barriers can hinder understanding of health information. Using a familiar language in TB education is essential for enhancing comprehension and engagement among adolescents.
12) Reason:
Reason refers to the justification or rationale for a particular action or thought process. Understanding the reasons behind TB transmission and stigma is crucial for developing effective educational programs. It aids health professionals in addressing misconceptions and promoting health-seeking behaviors among adolescents effectively.
13) India:
India is a country with a significant burden of TB cases. Studies from India often provide insights into the disease's social stigma, healthcare responses, and the effectiveness of educational interventions in raising awareness. Learning from such contexts can inform similar programs in other high-burden settings.
14) Rules:
Rules are explicit instructions or principles guiding behavior or actions within a specific context. In healthcare and education settings, rules may govern the conduct of research, ethical considerations, and protocols for engaging with communities. Adhering to rules ensures the integrity and effectiveness of health interventions.
15) Rajshahi:
Rajshahi is a city in Bangladesh with various health studies focusing on TB and its social implications. Research conducted here can provide insights into community attitudes towards TB, illustrating how cultural contexts affect stigma and treatment practices, which can inform broader public health strategies.
16) Medicine:
Medicine is the science and practice of diagnosing, treating, and preventing illnesses. Public health education programs focus on improving health literacy, particularly regarding diseases like TB, ensuring individuals understand their health conditions and can make informed health choices.
17) Training:
Training involves imparting specific skills or knowledge to individuals, preparing them for particular tasks or roles. In TB education, training health educators and volunteers ensures they can effectively communicate complex health information and engage adolescents in meaningful discussions about TB prevention and stigma reduction.
18) Raising:
Raising refers to the act of elevating awareness or understanding about a topic. Raising awareness about TB through educational initiatives aims to inform communities about the disease's risk factors and preventive measures, ultimately changing behaviors and attitudes toward affected individuals.
19) Indian:
Indian refers to anything relating to India, including its diverse culture, health challenges like TB, and public health strategies. Insights from Indian health studies can provide valuable lessons for various countries facing similar public health concerns due to common risk factors and social attitudes.
20) Egypt:
Egypt is often cited in health research regarding TB, providing a context for studying the disease's epidemiology and cultural perceptions of stigma. Lessons learned from Egyptian interventions can contribute to global strategies for TB control and prevention in different cultural settings.
21) Danta (Damta):
Danta refers to individuals involved in specific research studies addressing TB. Citing individual researchers can lend credibility to findings and emphasize collaborative efforts in public health, illustrating how collective knowledge contributes to more effective strategies in TB education and stigma reduction.
22) Sama (Shama):
Shama might reference specific researchers or studies related to TB within various contexts, contributing to the understanding of the disease's impact. Citing research helps synthesize evidence from multiple regions, leading to more comprehensive public health approaches in addressing TB education and awareness.
23) Ghana:
Ghana is a country that has conducted various studies on TB, often exploring community attitudes and their effects on treatment adherence. Findings from Ghanaian research enrich the understanding of TB stigma and inform global health strategies addressing TB prevention and education.
24) Siti (Shiti):
Siti may refer to an individual or researcher contributing to TB research. The inclusion of various contributors is essential in recognizing collaborative efforts in health education research, helping to understand community dynamics and enhance the effectiveness of TB interventions.
25) Khoo:
Khoo might reference individuals involved in TB education research. Including the names of researchers emphasizes the collaborative nature of public health studies, highlighting efforts that shape effective health interventions tailored to specific demographics, like adolescents at risk for TB.
26) Fear:
Fear describes an emotional response to perceived threats, such as TB, often leading to stigma and avoidance behaviors. Addressing fear through educational interventions helps reduce misconceptions about TB, fostering a supportive environment for affected individuals to seek treatment and support.
27) Black magic:
Black magic refers to traditional beliefs often associated with stigma against TB. In some cultures, TB is viewed through the lens of superstition rather than scientific understanding. Addressing these beliefs through education is crucial to improving attitudes and promoting health-seeking behaviors.
28) Calculation:
Calculation refers to the process of deriving values or statistics, which is fundamental in research. Statistical calculations relevant to TB studies help quantify findings, compare group differences, and assess the effectiveness of interventions aimed at improving knowledge and reducing stigma.
29) Performance:
Performance refers to how well individuals carry out specific behaviors or tasks, such as practicing TB preventive measures. Understanding performance metrics in public health education can reveal areas needing improvement to enhance students' adherence to guidelines and foster better health outcomes.
30) Measurement:
Measurement involves quantifying variables to evaluate study outcomes. In the context of TB, accurate measurements of knowledge, attitudes, practices, and stigma are essential for assessing the effectiveness of educational interventions, guiding future public health strategies.
31) Perception:
Perception refers to how individuals interpret and understand information or experiences. In TB health education, shaping adolescent perceptions about the disease is vital for reducing stigma, encouraging testing, and promoting adherence to preventive measures and treatment regimens.
32) Science (Scientific):
Scientific refers to knowledge acquired through observation and experimentation. In health education, applying scientific principles ensures that TB interventions are based on evidence, leading to credible practices aimed at improving awareness and understanding of the disease.
33) Learning:
Learning is the process of acquiring new understanding, knowledge, behaviors, or skills. In TB education, effective learning strategies help students grasp crucial information about the disease, fostering an environment conducive to behavioral change and healthy practices.
34) Relative:
Relative refers to the relationship between different factors, such as knowledge levels and behaviors concerning TB. Understanding these relationships helps identify areas requiring targeted interventions to improve public health outcomes surrounding TB.
35) Quality:
Quality refers to the standard of something, impacting its effectiveness and outcomes. In education, the quality of interventions directly affects understanding and behavior change. High-quality TB education programs are crucial to ensuring accurate information dissemination and mitigating stigma.
36) Meeting:
Meeting can denote planned gatherings to discuss and strategize public health interventions. Collaborations through meetings enable stakeholders to share experiences, gather insights, and formulate effective TB strategies tailored to community needs, ultimately enhancing disease prevention efforts.
37) Hygiene (Hygienic):
Hygiene refers to practices promoting health and preventing disease through cleanliness. In TB prevention, good hygiene practices significantly reduce transmission risks, emphasizing the need for education about sanitation, respiratory etiquette, and overall hygiene among students.
38) Family:
Family plays a crucial role in health education and behaviors. Familial support can positively influence adolescents' views on TB, fostering an environment for open discussions about health, reducing stigma, and promoting adherence to preventive measures and treatment.
39) Sign:
Sign refers to an indication or evidence of a condition. In disease contexts, signs may pertain to symptoms of TB. Recognizing TB signs is vital for early diagnosis and treatment, thereby reducing transmission and improving health outcomes.
40) Pose:
Pose refers to the act of presenting a particular problem or challenge. TB poses significant health challenges, particularly in communities with low awareness. Addressing the educational gaps posed by stigma and misconceptions is essential for effective TB control.
41) Hand:
Hand often symbolizes aid or assistance. In TB education, providing individuals with the tools and knowledge to combat the disease empowers them to seek treatment and support, promoting healthier communities through informed collective action.
42) Pur:
Poor may refer to individuals or communities lacking resources. In the context of TB, poverty is a significant risk factor for infection, underlining the need for targeted educational and support initiatives in low-income areas to improve health outcomes.
43) Male:
Male refers to one of the biological sexes, which can exhibit different health behaviors and risks. Addressing gender-specific factors in TB education is essential to creating effective interventions that consider varying attitudes, behaviors, and social dynamics.
Other Health Sciences Concepts:
Discover the significance of concepts within the article: ‘Effectiveness of TB Education on Adolescents' Knowledge and Attitude’. Further sources in the context of Health Sciences might help you critically compare this page with similair documents:
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