257421 Evidence-based teacher training for effective sex education in schools

Sunday, October 28, 2012

Regina Firpo-Triplett, MPH, MCHES , Center for Sexual and Reproductive Health Promotion, ETR Associates/Monarch Media Inc., Scotts Valley, CA
Pamela Drake, PhD , Research Department, ETR Associates, Scotts Valley
Claire Schneeberger, MA , Monarch Media Inc., Santa Cruz, CA
Background/Significance: Evidence-based programs to prevent HIV/STD/pregnancy in adolescents are now available. Most of the programs include roleplays for skills practice and sensitive group discussions, including the 16-lesson Reducing the Risk (RTR) curriculum. Roleplays and sensitive topic discussions can be difficult to lead, consequently, teachers often delete/modify them. This is problematic because they build students' skills and sense of self-efficacy. When teachers are trained, they are more likely to maintain curriculum fidelity and student engagement.

Purpose: To create an online training to prepare high school teachers to lead an evidence-based pregnancy/STD/HIV prevention curriculum with fidelity and student engagement.

Methodology: The study was a two-group randomized-control trial of a national cohort of high school teachers (44 states; 221 enrolled; 164 post-surveys). The control group used the RTR curriculum guide to prepare to lead RTR, while the treatment group used the interactive and self-directed RTRworks! online training.

Findings: Analyses showed significant impact on self-reported fidelity and several secondary knowledge outcomes. Almost all of the outcomes reviewed had trends in the desired direction; significance was hindered by the sample size. Participants were very positive about the training and its impact on their role teaching RTR and using roleplay. The most useful aspects of the training were the video modeling (which they used in class with students) and the ability to access the training anywhere, any time.

Conclusions: Online training (containing video modeling, interactive skill practice, and implementation tips) is a desirable and effective method of preparing teachers to implement evidence-based sexual risk-reduction curriculum

Learning Areas:
Administer health education strategies, interventions and programs
Conduct evaluation related to programs, research, and other areas of practice
Implementation of health education strategies, interventions and programs
Planning of health education strategies, interventions, and programs
Public health or related education

Learning Objectives:
1. Explain the two desired key outcomes of the sex education online training; 2. List 3 ways teacher's fidelity to the sex education curriculum improved; 3. Describe the 5 training elements that were most utilized by the teachers; 4. Describe the 3 training elements least useful to the teachers.

Keywords: Sexual Risk Behavior, School-Based Programs

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I am principal investigator of this NIH funded project, one of six aimed to prepare high school teachers in evidence-based Reducing the Risk curriculum with fidelity and student engagement. I have been a training specialist for 13 years focused on evidence-based teen pregnancy, HIV and substance abuse prevention, coordinated state-wide and national prevention projects, developed trainings and conferences for educators in schools, community organizations, juvenile facilities, founder writer for Resource Center for Adolescent Pregnancy Prevention.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.

Back to: 2054.0: Adolescents and School Health