Ovarian Cancer: Deaf and Hearing Women’s Knowledge Before and After an Educational Video

Abstract

Members of the Deaf community report language and cultural barriers to accessing health information and care. This study evaluated whether an ovarian cancer education video in American Sign Language with English captioning and voiceover could close the anticipated knowledge gap between Deaf and hearing women’s cancer knowledge. Consented Deaf (n = 55) and hearing (n = 52) women’s General, Ovarian, and Total Cancer Knowledge were assessed before and after viewing the video. At baseline, hearing women demonstrated significantly higher General, Ovarian, and Total Cancer Knowledge scores than Deaf women. By the post-test, all of Deaf women’s knowledge scores had increased, closing the baseline gap. However, hearing women’s post-video knowledge had also increased, thereby creating a new knowledge gap. The ovarian cancer education video offers an effective method to increase ovarian and general cancer knowledge for Deaf and hearing women.

Effects of message‐framed informational videos on diabetes management knowledge and self‐efficacy

“…However, based on the post hoc analysis, it was evident that both message-framed video groups were superior to the lecture-type group in increasing diabetes management knowledge (Table 4). These results support other reports that are published elsewhere (Gazzinelli et al, 2010;Geller et al, 2010;Zossou, Van Mele, Vodouhe, & Wanvoeke, 2010;David & Asamoah, 2011;Cai & Abbott, 2013;Jensen et al, 2013;Wieland et al, 2013;Cusimano, Chipman, Donnelly, & Hutchison, 2014).…”

Testicular Cancer Knowledge among Deaf and Hearing Men

“…The study also provided evidence that, with only a single viewing of the video's testicular cancer components, Deaf men's post-test knowledge scores increased significantly, to the level of equaling or exceeding hearing men's pre-test scores, effectively closing the pre-test knowledge gap between the two groups. This finding is in congruence with past studies that demonstrated the educational value of videos presented in ASL for teaching members of the Deaf community about colorectal [8], prostate [9], testicular [10], cervical [11], breast [12], skin [13], and ovarian [14] cancers.…”

Bilingual approach to online cancer genetics education for Deaf American Sign Language users produces greater knowledge and confidence than English text only: A randomized study

“…Although no standards exist for implementing a bilingual approach, there also is no evidence that adapting existing video material developed for a hearing audience by embedding a window with a video of an interpreter signing the information with closed captioning (picture in picture) is an effective way to implement a bilingual approach (2). Rather, this study adds to the growing evidence that ASL-users’ knowledge and satisfaction increases when materials are developed with Deaf community input, ASL discourse is the main point of reference, first-language users sign the material, and supplemental captioning and graphics are included (3-8). …”

“…Though none have addressed genetic predispositions, efforts that address language-concordance by accounting for ASL as the first language for many deaf individuals have been found to increase their knowledge regarding a variety of cancers (3-8, 25, 26) and to promote cancer screening behaviors (6). Although conveying health information in ASL is key, these efforts also have included visual images and graphics and English language elements such as captioning or English text.…”