Introduction: Since the recognition of the human immunodeficiency virus (HIV) as the cause of acquire immunodeficiency syndrome (AIDS), HIV-positive individuals have been ask to present the reality of living with HIV to support effective HIV/AIDS prevention education. Contact with people living with HIV / AIDS (PLWA) has resulted in morel tolerant attitudes toward HIV (Takai et al., 1998). As apathy about the prevention of HIV infection increases it is important to continue to assess the effectiveness of HIV prevention education.
Significance: Guest speakers are invited to present in classes for a variety of reasons. Often the desired impact is not evaluated. The results of this study may help classroom teachers to critically evaluate the potential advantages and disadvantages of using guest speakers as a part of their teaching methodology.
Purpose: The purpose of the study was to determine the influence of HIV positive speakers on college students' knowledge about and attitudes toward HIV prevention and PLWA.
Methods: A quasi-experimental design was used to investigate the influence HIV positive speakers had on college students' knowledge about and attitudes toward HIV prevention and their attitude toward PLWA. Experimental group participants received HIV prevention instruction as part of a Human Sexuality course. Both interventions were presented in the context of the STD prevention education unit, and were of equal instructional time. Experimental group 1 participants (n=71) received instruction from the classroom teacher. Experimental group 2 participants (n=37) received instruction from the classroom teacher and panel discussion. The panel consisted of several PLWA and a caseworker. The control (n=77) consisted of students taking another health science course. HIV prevention knowledge and HIV prevention attitudes were measured using the HIV Prevention Test for College Students and HIV Prevention Attitude Scale for College Students, respectively (Parrillo & Clark). Attitudes toward PWA were measured using the Affects Toward[s] Persons with AIDS Survey (Witt). Data were analyzed using SPSS (v 14). Analysis of Variance for repeated measures were conducted on the knowledge and attitude scores.
Results: The intervention had little impact on the learning about HIV prevention. Using a HIV+ panel minimize the decline in college students' attitudes toward PLWA, while maintaining more positive attitudes toward preventing HIV than the traditional classroom presentation.
Conclusions: College instructors need to carefully monitor teaching methodology when attempting to develop empathy for PLWA and to elicit preventive behavior attitudes and knowledge.