Developing a Health Education Program for the Prevention and Control of Infectious Diseases Culturally Adapted to Ethnic and Rural Communities: Co-Design Study Using Participatory Audiovisual Methods
Notice bibliographique
Résumé
BACKGROUND: Infectious diseases disproportionately affect rural and ethnic communities in Colombia, where structural inequalities such as limited access to health care, poor sanitation, and scarce health education worsen their effects. Education is essential for preventing and controlling infectious diseases, fostering awareness of healthy behaviors, and empowering communities with the knowledge and skills to manage their health. Participatory and co-design methods strengthen educational programs by ensuring cultural relevance, enhancing knowledge retention, and promoting sustainable community interventions. OBJECTIVE: This study aims to describe the co-design process and evaluate the capacity building of an education program for the prevention and control of infectious diseases using participatory audiovisual methods culturally adapted to ethnic communities and rural contexts in Colombia. METHODS: A qualitative case study approach was used. 15 community leaders contributed to the program's design, implementation, and evaluation. Nominal groups and a participatory social diagnosis identified key topics, while theoretical-practical sessions with visual methods guided the cocreation of workshops and audiovisual materials. Evaluation combined qualitative analysis of participants' perceptions and quantitative assessment of knowledge acquisition. Qualitative data were coded through content analysis, while multiple-choice questionnaires (initial and final) categorized knowledge acquisition into 3 levels (low, medium, and high), with percentage distributions used for comparative analysis. RESULTS: The co-design process resulted in 12 theoretical and practical workshops in infectious diseases and 3 audiovisual products: an animation about malaria, a comic book about cutaneous leishmaniasis, and a puppet show about tuberculosis. The quantitative evaluation applied to the 15 participants revealed substantial improvements, with the proportion that achieved excellent scores in pedagogy increasing from 40% (6/15) to 93% (14/15), in leadership from 13% (2/15) to 27% (4/15). In terms of health knowledge, excellent scores increased from 40% for leishmaniasis, 60% for malaria, and 13% for tuberculosis, reaching 80% for all three diseases. The qualitative evaluation showed positive results in terms of the participants' perceptions of both the methodology and the co-design process outcomes. CONCLUSIONS: The co-design process was driven by 3 key factors: (1) active community participation at every stage; (2) knowledge exchange between multidisciplinary technical expertise and practical local knowledge; and (3) the use of innovative, culturally adapted pedagogical tools tailored to the rural context and population. This co-design process proved to be an effective method for meaningful capacity building among populations experiencing vulnerability in complex settings, and has the potential to contribute significantly to the improvement of infectious disease prevention and control.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,020 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».