tailieunhanh - Process Documentation of Health Education Interventions for School Children and Adolescent Girls in Rural India

One key element, also specified in Criterion , is that each set of competencies should be made available to school or program constituents, especially students. The site visit team will expect to see instructional objectives, programmatic competencies (for all MPH students), concentration competencies and course learning objectives in the self-study document and/or in an on-site resource file, but also in more public venues such as the website, student handbook, recruitment materials and course syllabi. Competencies are equivalent to a “contract” between the student and the school or program. They state. | ORIGINAL RESEARCH PAPER Process Documentation of Health Education Interventions for School Children and Adolescent Girls in Rural India AR Dongre PR Deshmukh BS Garg Dr Sushila Nayar School of Public Health Mahatma Gandhi Institute of Medical Sciences Sewagram Distt- Wardha India Published 18 May 2009 Dongre AR Deshmukh PR Garg BS Process Documentation of Health Education Interventions for School Children and Adolescent Girls in Rural India Education for Health Volume 22 issue 1 2009 Available from http A B S T R A C T Objective To undertake process documentation PD of two health education interventions for tribal school children 6-14 years and adolescent girls 12-19 years in rural central India. Methods The present participatory process documentation exercise was undertaken at Kasturba Rural Health Training Center KRHTC Anji which is a field practice area of the Mahatma Gandhi Institute of Medical Sciences MGIMS Sewagram. The various steps identified for process documentation were decided after reviewing the monthly and annual reports of KRHTC training reports published research papers flipbooks and daily diaries of health educators. In order to get the health educators perceptions a free listing and pile sort exercise on the domain of perceived advantages of the present approach was undertaken followed by a semi-structured Focus Group Discussion FGD with the educators. A two-dimensional scaling and hierarchical cluster analysis was completed with the pile sort data to get the collective picture of perceived advantages. Results The health education interventions were need-based focusing on a target audience. The approach was community-based and has the potential to stimulate an action-experience-learning cycle of health educators and community members by stimulating their creative potential. The health educators found locally-developed handmade flipbooks with relevant messages and culturally sensitive pictures to be facilitating factors.

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