Technology-assisted Learning to Promote Prostate Cancer Knowledge Among Urban-dwelling African Americans

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Purpose: Health educators have long sought out ways to make group level learning more effective with medically underserved populations. Studies suggest that wireless handheld devices that allow polling style interactions may be a viable high tech, low cost solution to the problem. The purpose of this project was to assess the feasibility of incorporating audience response system (ARS) technology into the delivery of community-based prostate cancer education with a sample of urban-dwelling African Americans.

Methods: Thirty-two African-American men and women were recruited to participate in the pilot educational program using a convenience sampling scheme. The program involved completing a brief pretest assessment, watching an evidenced-based video and completing a post-test assessment. All survey questions were read aloud to audience members by a trained moderator and presented on PowerPoint slides. Categorical and open-ended survey responses were collected anonymously using individualized ARS keypads. The main outcome assessed was prostate cancer knowledge. Secondary outcomes included constructs from the Technology Adoption Model (e.g., ease of use and perceived usefulness) and intentions to engage in future educational sessions using the ARS technology.

Results: Mean knowledge scores for participants increased from pretest (6.19) to posttest (7.56) (t(31) = -3.129, p < .01)). Most participants (91%) agreed that the ARS keypads were very easy to use for survey responses in categorical formats. Most stated the ARS was useful for answering categorical questions quickly (72%). Most also stated they would use the ARS keypads again in a future educational session (84%) with nominal and ordinal level questions.

Conclusions: These results suggest that it is feasible to conduct ARS-technology assisted learning in a community setting with African-American men and women for survey questions in categorical formats. Inconsistent and incomplete data are common when using this technology to collect answers for open-ended survey questions.


Xavier University of Louisiana (XULA) College of Pharmacy Health Disparities Conference


New Orleans, LA

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