Outcome evaluation of a Spanish-language telenovela about gene-environment interactions

Background: Most adults in the US lack the knowledge base that enables them to understand how gene-environment interactions, including epigenetics, affect their health. This lack of knowledge may be particularly detrimental to Latinos living in immigrant communities because their work and home environments place them at elevated risk of negative environmental exposures. The research team developed a culturally appropriate Spanish-language video to teach Latinos from immigrant communities about gene-environment interactions. 

Method: 100 Latino men and women were recruited from urban and rural immigrant communities in North Carolina. Participants from non-farmworker and farmworker households were equally represented. 37% had not attended high school. Participants watched the video, and Spanish-speaking project staff led a short discussion using a flip-chart. Participants could ask questions as key points were reviewed. Pre- and post-tests included 10 genomic knowledge items and 3 health self-efficacy items. Genomic knowledge and health self-efficacy indices were created. Paired t-tests were conducted for each genomic knowledge item and the two indices.

Results: Six genomic knowledge items and both the genomic knowledge and health self-efficacy index values were significantly higher after viewing the video, signifying increased knowledge and self-efficacy.

Conclusion: Culturally and linguistically appropriate videos can increase the genomic knowledge of adults living in Latino immigrant community, including those with limited formal education. Appropriate educational materials may encourage Latinos in immigrant communities to reduce individual negative environmental exposures and enable them to use their genomic knowledge to advocate for healthier workplaces and neighborhoods.