Tyson Dudley, MPH¹, Kim Batchelor, MPH², Anne Freeman, MSPH³, Shirley Broussard, MSHP⁴, Ann Robbins, PhD⁴, and James Koch, PhD, MPH⁴. (1) Internal Medicine, Community Prevention and Intervention Unit, University of Texas Southwestern Medical Center at Dallas, 400 S. Zang, Suite 520, Dallas, TX 75208, (214) 645-7319, tyson.dudley@utsouthwestern.edu, (2) Simmons Comprehensive Cancer Center, University of Texas Southwestern Medical Center at Dallas, 5323 Harry Hines Blvd., Dallas, TX 75390, (3) Internal Medicine, AIDS Prevention Project, University of Texas Southwestern Medical Center at Dallas, 400 S. Zang, Suite 520, Dallas, TX 75208, (4) Bureau of HIV/STD Prevention, Texas Department of Health, 1100 W. 49th St, Austin, TX 78756

INTRODUCTION: In May of 2003, HIV prevention community planning groups in Texas began the process of creating area action plans that establish priority populations and include interventions meeting the prevention needs of those populations. Beginning with this planning cycle, community planners use guided discussions, which are structured discussions that lead to the formation of refined population-based needs assessment plans. Several capacity building tools, including trainings and other task aides, assist CPGs in interpreting the epidemic profile, linking theory to behavioral data and interventions, and using rapid community assessment techniques. METHODOLOGY: In partnership with the Texas Department of Health, researchers with the University of Texas Southwestern Medical Center facilitated the guided discussion process. A total of fourteen guided discussion have been observed and documented using the pre-assessment documentation form and through field notes. These discussions take place based on whether a region is a high morbidity analysis zone (HMAZ) or a low morbidity analysis zone (LMAZ). RESULTS: Given guidance through the guided discussion process and capacity building tools, community planning groups in Texas are able to incorporate both epidemiologic and behavioral data into identifying and defining sub-populations to focus community assessments. These guided discussions prohibit members from falling back on anecdotal evidence when selecting populations for assessment.

Learning Objectives: By the end of the session, participants will be able to

(
• Identify the benefits of focused community based assessments; (
• describe the guided discussion model; (
• integrate epidemiologic and behavioral data into prioritizing identified populations; (
• Identify what other questions need to be answered from these populations in order to identify behavioral determinants from community assessments

Keywords: Community Planning, Decision-Making

Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.