Investigating adult education teaching techniques applied in public sensitization on dangers and prevention of cervical cancer at Chilenje Clinic
Mwenya, Chishima Rosemary
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Zambia is ranked second to Guinea in the world in terms of cervical cancer prevalence. The disease is very fatal if detection and treatment are delayed. Therefore, the purpose of the study was to investigate adult education teaching techniques used in the sensitization of the public regarding dangers and prevention of cervical cancer, the suitability of the approaches and whether or not they conformed to adult teaching techniques. A case study design was employed to guide the study. This study was conducted at Chilenje Clinic. The sample consisted of 145 women attending sensitization sessions and 5 key informants (2 peer educators in cervical cancer, 2 administrators of the programme; and 1 nurse-in-charge in cervical cancer). The study concluded that the teaching techniques used in the sensitization of cervical cancer information at Chilenje Clinic were: the lecture, demonstration and brainstorming. Although these were adult education techniques, they were not effectively used in conformity with adult education methods. The study responded to both the objective and the research question. The findings of the study revealed that the techniques used in the programme were within the field of adult education but were not effectively used to maximize retention of content. This finding answered the second research objective and question. The following recommendations were made: the programme planners should provide better teaching aids such as dummies, pictures, photographs and films, training modules or pamphlets to the peer educators to complement the techniques; peer educators should introduce teaching using real life situations such as successfully treated cervical cancer patients; programme planners must introduce more techniques such as role-play and popular theatre and other mass media techniques to attract more people; observation teaching methods should be emphasized by the facilitators; and the CCPPZ should provide more time for interaction of the facilitators and participants.