Moreover, given that specific socio-demographic risk groups for low HIV-related knowledge have been identified in previous studies, such as a recent study investigating socio-demographic predictors of HIV-related knowledge in Nigeria, it is of interest to examine whether certain interventions are particularly effective among specific strata of the population. Therefore, although a number of studies in Sub-Saharan Africa have reported on a wide variety of different types of HIV-related knowledge interventions, their effectiveness in the Sub-Saharan population has not yet been systematically compared. Moreover, interventions based on theories of behaviour change have also been commonly used in interventions aiming to improve HIV-related knowledge, as it has been found that HIV education interventions are associated with a greater likelihood of subsequent adoption of preventive behaviours when implemented in combination with behaviour change elements. Recognizing the significant social determinants of the disease, including in particular the roles of gender inequality and female disempowerment in the continued transmission of HIV, educational interventions focusing on HIV prevention have often also been designed with reference to social and gender-inequity-based theories such as the theory of gender and power, social norms theory, and the social constructivist theory of gender.
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Many such interventions have drawn on various theoretical frameworks, such as social cognitive theory, the theory of planned behaviour, and the theory of reasoned action. Thus far, efforts towards improving HIV-related knowledge in Sub-Saharan Africa have encompassed a wide variety of intervention types and methods of disseminating HIV-related information, such as peer education, game-based education, skill-building interventions, and mass media campaigns. As high stigmatization of the disease and relatively low knowledge of HIV transmission and prevention measures in the region persist, the improvement of HIV-related knowledge is an important aspect of further prevention efforts, as an understanding of one’s risk of contracting or transmitting the disease, as well as an understanding of effective preventive measures has the potential to increase engagement in such measures, and in turn reduce future transmission.
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Given that Sub-Saharan Africa accounts for more than 70% of worldwide HIV cases, investigating effective approaches to HIV prevention in the area remains urgent. Regarding knowledge of transmission routes, studies assessing peer education interventions often reported significant improvements in the intervention group.
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The interventions were generally found to be effective at improving HIV-related knowledge in the target population, with 10 studies reporting improved knowledge of risk reduction through condom use in the intervention group (out of 11 studies reporting data for this outcome), with 6 reporting these differences as significant ( p < 0.05). Interventions assessed in the reviewed studies varied, including computer-based interventions, mass media campaigns, and peer education interventions.