Imagined Anatomy and Other Lessons from Learner Verification Interviews with Mexican Immigrant Women

摘要: ABSTRACT Objective To identify clearer, learner‐preferred, educational approaches for aspects of cervical cancer education found to be difficult understand low‐literacy, Mexican, immigrant women. Setting Kansas City, Kansas; Garden San Antonio, Texas. Participants Forty‐five Mexican women in the United States 5 years or less, ninth grade and predominantly Spanish speaking. Methods Interviews were conducted evaluate preference best comprehension among options specific elements, including reproductive system terminology, purpose Pap tests meaning results, Human Papilloma Virus (HPV), illustrations anatomy procedure. Results We identified translation, content, preferred by participants areas inadequate existing knowledge needed concepts being taught. Analogies, illustrations, introduction medical terms conjunction with equivalent common effective ways building bridges from new knowledge. desired detailed information shared others Conclusion learned importance assessing patients' body The detail challenged simplification teaching low‐literacy learners. Participant willingness share ideas cultural taboo. provide evidence more delivery women's health call further research on