Multiplying and Dividing - The University of Auckland

with peer review, group work and referring to the TB manuals. These manuals were compiledby the PHNs prior to the sessions and consisted of basic TB information. They were issued toeach participant as tools to enhance community presentations.Figure 1An excerpt from the flip charts used in public health presentations.Most presentations followed the KISS (Keep it Simple Stupid) principle where informationwas delivered initially in a simple format, which could then be expanded or broken downfurther depending on the ability and learning style of the group members.Sessions took place in a friendly, fun and sometimes competitive manner, encouragingparticipants to work together and provoke questions or stimulate discussions relating to TB.These activities, which aimed to prepare participants for their community presentations,provided a safe but realistic environment in which to practise their talks and gain confidencein presenting the material in public. Participants were always given the opportunity to askquestions after or during the activity. This enabled affirmation and confidence building andminimised confusion or misunderstanding by trainees. Trainees were told at the beginning ofthe programme that every question was important and that they would be given answers. Allquestions were answered in a positive and constructive manner encouraging participants tofeel safe, valued and willing to ask further questions as they arose. At the conclusion of theprogramme participants were all acknowledged at a graduation ceremony where they werepresented with individual certificates. Many participants were very proud of this achievementand had invited family members to attend and support them.65