Table 2 Summary of characteristics of studies included
Authors | Country | Study design | Intervention (Total) | Control (Total) | Type of Intervention | Health education methods | Duration of the intervention | Study Participants | Study setting |
|---|---|---|---|---|---|---|---|---|---|
Babalola, 2006 | Nigeria | Pre-test-post-test | 484 | 473 | Education | Multimedia activities (e.g. newspaper, radio call-in shows), and community meetings. | 12 Months | General community including key decision makers | community based |
Chege (a), 2004 | Kenya | Quasi | 720 | 720 | Education and advocacy | Community education and public discussion with meeting, popular theatre groups performances, and national event celebration mass media activities. | 18 Months | Refugees community including key decision makers | institution based |
Chege (b), 2004 | Ethiopia | Quasi | 407 | 419 | Education and advocacy | Community education and public discussion with meeting, popular theatre groups performances, and evening video sessions. | 15 Months | Clan leaders and religious leaders | community based |
Diop and Askew, 2009 | Senegal | Pre-test-post-test | 949 | 383 | Education | Games, small group discussions, flipcharts, theatre, dancing, and culturally sensitive customs such as FGM/C | 36 Months | Community including key decision makers | community based |
Easton, 2002 | Mali | Pre-test-post-test | 132 | 107 | Education | Three educational modules on hygiene, problem solving, and human rights were provided through interactive lecture sessions while the fourth module, which covered FGM/C, was offered as intensive workshop. | 6 Months | Community members including men, women, religious leaders, community leaders | community based |
Ouoba, 2004 | Burkina Faso | Pre-test-post-test | 1012 | 453 | Education | Three educational modules on hygiene, problem solving, and human rights were provided through interactive lecture sessions while the fourth module, which covered FGM/C, was offered as intensive workshop. | 8 Months | community members such as men, women, religious leaders, community leaders | community based |
Vogt, 2016 | Sudan | Cluster Randomized | 105 | 117 | Health eduaction through entertainment film | Four entertaining movies | 1 Month 19 days | community members with negative attitude towards uncut girl | community based |
Asekun-Olarinmoye and Amusan, 2008 | Nigeria | Pre-test-post-test | 400 | 412 | Education | Health talks, pictures, questions and answer sessions | 3 Months | community members such as men, women, religious leaders, community leaders | community based |
Diop, 2007 | Mali | Quasi | 108 | 108 | Health education | Training (role-playing) and health talks using IEC (flip chart) materials. | 3 Months | healthcare professionals | institution based |
Jacoby and Smith, 2013 | USA | Pre-test-post-test | 50 | 50 | Health education and training | Lecture on FGM/C, cultural roundtable discussion, simulation workshop. | 1 Day | nurse-midwives’ | institution based |
Elliott, 2015 | UK | Pre-test-post-test | 49 | 47 | training and education | Group workshop, lecture a handout based on the teaching slides and training videos, books and articles. | 2-Days | Women affected by FGM/C | community based |
Kimani, 2018 | Kenya | Pre-test-post-test | 26 | 26 | Training and healthe ducation | Interactive training sessions, trainer guided questions and group discussions. | 3- Days | nurse-midwives | institution based |
Evans, 2019 | Sudan | Pre-test-post-test | 5634 | 5634 | Saleema, Health education | Community dialogue, colours campaign, media (TV/radio) outdoor/print, website, community events. | 24 Months | General community members | community based |
Mahgoub, 2019 | Sudan | Quasi | 150 | 150 | Health education | A lecture, group work, the session also included the display of a video that tells a story of a girl who suffered from FGM complication throughout her life, questions-and-answers break. | 1 Month and 2 weeks | Female Student at secondary School | institution based |
Mounir, 2003 | Egypt | Pre-test-post-test | 354 | 328 | hHalth education | Formal classroom lecture, health talks, group discussion and role play and use of educational aids such as leaflet and brushers. | 1 Month | female university students, Egypt | institution based |
Ndavi P, 2024 | Kenya, Somali and Guinea | Cluster Randomized | 105 | 117 | Health education through Person centered communication | Included policy directives and posters opposing FGM medicalisation and promoting the provision of FGM prevention and care services, interactive training, WHO’s clinical handbook on | 6 Months | ANC provider healthcare provider staffs | institution based |
Amusan, OA, 2008 | Nigeria | Pre-test-post-test | 400 | 400 | Health education | Health talks, pictures, questions and answer sessions | 3 Months | Community members | community based |
Khalil, A. I, 2017 | Cairo, Egypt | Pre-test-post-test | 30 | 30 | Health education | Lecture, showing pictures, group discussion, listening for feedback, video showing about female genital system and its function. | 3- Days | Female school teachers | institution based |
Mojahed S, 2021 | Iran | Pre-test-post-test | 32 | 32 | Health education and training | Traditional lecture, group discussion, audiovisual | 1-Month | Mothers/Pregnant women | community based |