Background
Stigma defined
Methods
Article identification and selection criteria
Screening and data abstraction
Data synthesis and quality assessment
First author, publication year, country, health condition | Intervention population, sample size | Stigma reduction approaches, duration | Brief intervention description | Stigma drivers targeted | Evaluation methods, quality score, effect on stigma |
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Aggarwal [103], 2013, USA, MI | Students, 250 | PL, C; 2 h | Panel presentation and discussion | Attitudes, knowledge of stigma | QE/NC, 14/27, decreased |
Bamgbade [104], 2017, USA, MI | Students, 120 | I, PL, C; 2.5 h over 2 days | Presentations, videos, discussion and active-learning exercises | Attitudes, fear, knowledge of condition, knowledge of stigma | QE/NC, 15/27, decreased |
Bamgbade [105], 2016, USA, MI | Students, 120 | I, PL, C; 2.5 h over 2 days | Presentations, videos, discussion and active-learning exercises | Attitudes, knowledge of condition, knowledge of stigma | QE/NC, 16/27, mixed |
Batey [74], 2016, USA, HIV | HCPs and PLHIV, 38 | I, SB, PL, C, E; 1.5 day | Workshop | HCPs: attitudes, fear, knowledge of stigmaPLHIV: coping | QE/NC and qualitative, 13/27, mixed |
Beaulieu [106], 2017, Canada, MI | HCPs, 111 | I, PL, C; 3 3.5-h sessions over 2 months | Training modules led by consumer | Unclear | RCT, 22/27, Mixed |
Bingham [107], 2018, New Zealand, MI | Students, 45 | SB, PL, C; 12 h over 3 weeks | Guided clinical practice and discussion focused on attitudes and beliefs | Attitudes, fear, ability to manage condition | QE/NC, 10/27, mixed |
Clarke [71], 2015, UK, MI | HCPs, 100 | I, SB; 2 days over 2 weeks | Workshop | Attitudes, knowledge of condition, ability to manage condition | RCT and qualitative, 18/27, mixed |
Economou [108], 2017, Greece, MI | Students, 678 | I, SB, C; 120 h over 4 weeks | Lectures and clinical placement | Knowledge of condition, ability to manage condition, unclear | QE/NC, 18/27, decreased |
Feeney [65], 2013, Ireland, substance abuse | Students, 119 | SB, PL, C; 6 weeks | Clinic posting, patient presentations, discussion, assignments | Knowledge of condition, ability to manage condition | RCT and qualitative, 20/27, decreased |
Fernandez [66], 2016, Malaysia, MI | Students, 102 | I, PL, C; 3 h | Lecture, video or face-to-face presentation, discussion | Fear, knowledge of condition, knowledge of stigma | RCT, 17/27, decreased |
Flanagan [67], 2016, USA, MI, substance abuse | HCPs, 27 | C, PL; 1 h | Multimedia in-person performance by people living with a mental disorder | Fear, knowledge of stigma | RCT, 20/27, decreased |
Friedrich [109], 2013, England, MI | Students, 1452 | I, SB, PL, C; n/a | Lecture, testimonials, discussion, role-play providing clinical care | Knowledge condition, knowledge of stigma, ability to manage condition | QE/C, 15/27, mixed |
Geibel [75], 2016, Bangladesh, HIV | HCPs, 300 | I, SB, PL; 3 days | Workshop with lectures, discussion, participatory activities, & role-play providing clinical care | Attitudes, fear, knowledge of condition, knowledge of stigma, ability to manage condition | QE/NC, 15/27, decreased |
Gulati [110], 2014, India, MI | Students, 135 | SB, C; 2 weeks | Clinic posting | Ability to manage condition | Post, with control; 16/27; mixed |
Happell [68], 2014, Australia, MI | Students, 201 | SB, C; 12 weeks | Lecture delivered by stigmatized individual | Ability to manage condition | QE/C, 14/27, decreased |
Hawke [89], 2014, Canada, MI | HCPs, students, clients, 137 | C, PL; 50 min | Video performance and discussion | Knowledge of the condition | QE/NC and qualitative, 15/27, decreased |
Iheanacho [111], 2014, Nigeria, MI | Students, 82 | I, SB, PL; 4 days | lLctures, discussions, role-play providing clinical care | Knowledge of the condition | QE/NC, 15/27, mixed |
Itzhaki [112], 2017, Israel, MI | Students, 101 | I, SB, PL, C; 70 h over academic semester | Lectures, contact w/people with mental health disorders, skill building exercised, video on coping | Fear, knowledge of condition, ability to manage condition | QE/NC, 14/27, decreased |
Jarvie [90], 2013, Canada, MI | Students, 49 | PL, C; 2.5 h | Comedy show and discussion | Unclear | QE/NC, 16/27, mixed |
Jaworsky [91], 2016, Canada, MI | Students, 67 | SB, C; 2 h | Observed provision of HIV testing with PLHIV and testimonies | Ability to manage condition | QE/NC and qualitative, 14/27, decreased |
Knaak [58], 2013, Canada, MI | HPCs and students, 58 | I, PL, C; 2 h | Pamphlet, video screening of a play, discussion | Knowledge of condition | QE/NC, 13/27, decreased |
Knaak [69], 2015, Canada, MI | HCPs, 230 | I, SB, PL, C; 1 day | Workshop with lectures, skills training and testimonials | Attitudes, knowledge of condition, ability to manage condition | QE/NC, 13/27, decreased |
Li [61], 2015, China, HIV | HCPs, 1760 | I, PL, S; 12 months | Participatory training of champions from each hospital and provided universal precaution materials | Attitudes, fear, knowledge of condition, knowledge of stigma, ability to manage condition | RCT, 21/27, decreased |
Li [62], 2013, China, HIV | HCPs, 1760 | I, PL, S; 12 months | Participatory training of champions from each hospital and provided universal precaution materials | Attitudes, fear, knowledge of condition, knowledge of stigma, ability to manage condition | RCT, 22/27, decreased |
Li [63], 2013, China, HIV | HCPs, 1760 | I, PL, S; 12 months | Participatory training of champions from each hospital and provision of universal precaution materials | Attitudes, fear, knowledge of condition, knowledge of stigma, ability to manage condition | RCT, 23/27, decreased |
Li [60], 2013, China, HIV | HCPs, 1760 | I, PL, S; 12 months | Participatory training of champions from each hospital and provided universal precaution materials | Attitudes, fear, knowledge of condition, knowledge of stigma, ability to manage condition | RCT, 24/27, decreased |
Li [63], 2013, China, HIV | HCPs, 1760 | I, PL, S; 12 months | Participatory training of champions from each hospital and provided universal precaution materials | Attitudes, fear, knowledge of condition, knowledge of stigma, ability to manage condition | RCT, 24/27, decreased |
Li [61], 2015, China, MI | HCPs, 77 | I, SB, C; 85 h | Lectures, clinical placement, | Knowledge of condition, knowledge of stigma, ability to manage condition | QE/C, 18/27, decreased |
Li [92], 2014, China, MI | HCPs, 99 | I, PL, C; 1 day | Discussion and activities | Knowledge of condition, knowledge of stigma | QE/NC, 14/27, decreased |
Lohiniva [93], 2016, Egypt, MI | HCPs, 347 | I, SB, PL, C; 25 h over 4 months | Lectures, discussions, activities, training on universal precautions | Knowledge of condition, fear, knowledge of stigma | QE/C, 15/27, decreased |
Lyons [113], 2015, Australia, MI | Students, 151 baseline, 161 follow-up | I, SB, C; 8 weeks | Lectures and clinical clerkship | Knowledge of condition, ability to manage condition | QE/NC, 15/27, decreased |
MacCarthy [114], 2013, Canada, MI | HCPs, n/a | I, SB, PL; 1 day | Live or video lectures, discussion, and role-play service provision | Knowledge of condition, ability to manage condition | QE/NC, 7/27, decreased |
Mak [72], 2015, Hong Kong, HIV | Students, 88 | I, PL, or C; 1.5 h | Lecture and interactive game or in-person sharing session lead by PLHIV | Attitudes, knowledge of condition, knowledge of stigma | QE/NC, 17/27, decreased |
Marzan-Rodriquez [115], 2016, Puerto Rico, HIV | Students, 20 | I, SB, PL; 9 h over 3 days | Lectures, discussion, activities | Attitudes, knowledge of condition, knowledge of stigma | Process and qualitative, n/a |
Michaels [116], 2014, USA, MI | HCPs, 131 | I, PL; 3 h | Discussion, activities, video performance | Knowledge of condition, knowledge of stigma | RCT, 16/27, decreased |
Morawska [117], 2013, Australia, MI, substance abuse | HPCs, educators, clients, 458 | I, SB; 2 days | Workshop | Knowledge of condition, ability to manage condition | QE/NC, 13/27, decreased |
Moxam [118], 2016, Australia, MI | Students, 79 | PL, C; 5 days | Immersive camp outside of clinical setting | Unclear | QE/C, 15/27, decreased |
Muzyk [119], 2017, USA, MI | Students, 74 | I, PL; 6 sessions over 2 weeks | Discussion-based lectures with small group activities | Attitudes, knowledge of condition, knowledge of stigma | QE/NC, 12/27, mixed |
Ng [27], 2017, Malaysia, MI | HCPs, 206 | I, C; 5 min | Video | Fear, knowledge of condition | QE/NC, 17/27, decreased |
Odeny [60], 2013, Kenya, HIV | PLHIV, 295 | S; 12 months | Integration of HIV care with primary health care services | Institutionalized procedures | Repeated cross-sectional surveys, 17/27, mixed |
Papish [70], 2013, Canada, MI | Students, 90 | I, SB, PL, C; 4 weeks | Lecture, discussion, observed clinical care provision, videos, presentations | Attitudes, knowledge of condition, ability to manage condition | RCT, 21/27, decreased |
Pulerwitz [64], 2015, Vietnam, HIV | Health facility staff, HCPs, 795 | I, SB, PL, C; 1.5–2 days | Discussion, participatory activities, universal precaution skills building, development of a code of practice | Attitudes, fear, knowledge of condition, knowledge of stigma | QE/NC, 20/27, decreased |
Shah [76], 2014, India, HIV | Students, 99 | I, PL, C; 2 h over 2 weeks | Lectures, discussion, testimony | Attitudes, fear, knowledge of condition, knowledge of stigma | QE/C and process, 17/27, decreased |
Shen [120], 2014, China, MI | Students, 325 | SB, C; 8 week | Clinical clerkship | Ability to manage condition | QE/C, 14/27, decreased |
Uebel [59], 2013, South Africa, HIV | HCPs and PLHIV, n/a | S; n/a | Integration of HIV care into primary health care | Institutionalized procedures | Process and Qualitative, n/a |
Wakeman [121], 2017, USA, substance abuse | HCPs, 149 | I, S; 1 year | Addition of services to improve care for substance abuse and an educational curriculum for providers | Knowledge about condition, unclear | QE/NC, 15/27, mixed |
Winkler [73], 2017, Czech Republic, MI | Students, 60 | I, PL, C; leaflet: n/a; in-person: 45 min; video: 7 min | Brochure, seminar discussion, or video | Attitudes, knowledge about condition, knowledge about stigma | RCT, 22/27, mixed |
Results
Stigma reduction in health facilities
HIV | MI | Substance abuse | MI + substance abuse | Total | |
---|---|---|---|---|---|
WHO region | |||||
Americas | 2 | 12 | 1 | 1 | 16 |
European | – | 5 | 1 | – | 6 |
Southeast Asian | 2 | 1 | – | – | 3 |
African | 2 | 1 | – | – | 3 |
Eastern Mediterranean | – | 1 | – | – | 1 |
Western Pacific | 3 | 9 | – | 1 | 13 |
Wealth of country* | |||||
Lower middle income | 4 | 3 | – | – | 7 |
Upper middle income | 3 | 5 | – | – | 8 |
High income | 2 | 21 | 2 | 2 | 27 |
Evaluation method | |||||
Quantitative | |||||
RCT | 1 | 5 | – | 1 | 7 |
QE/C | – | 6 | 6 | ||
QE/NC | 3 | 14 | 1 | 1 | 19 |
Post survey, with control | – | 1 | – | – | 1 |
RCX | 1 | – | – | – | 1 |
Mixed methods | |||||
RCT and qualitative | – | 1 | 1 | – | 2 |
QE/C and process | 1 | – | – | 1 | |
QE/NC and qualitative | 1 | 2 | – | – | 3 |
Process and qualitative | 2 | – | – | 2 |
Stigma reduction approaches utilized in identified interventions
Approach | HIV (9) | MI (29) | Substance abuse (2) | MI + substance abuse (2) | Total (42) |
---|---|---|---|---|---|
Information-based | 7 | 20 | 1 | 1 | 29 |
Skills-building | 4 | 16 | 1 | 1 | 22 |
Participatory learning | 7 | 20 | 1 | 1 | 29 |
Contact | 4 | 23 | 2 | 1 | 30 |
Empowerment | 1 | 0 | 0 | 0 | 1 |
Structural | 3 | 0 | 1 | 0 | 4 |
How these approaches are delivered (methods)
Information | Contact | Skills-building | Participatory learning | Structural | Empowerment | |
---|---|---|---|---|---|---|
Educational materials | X | |||||
Didactic lecture | X | X | ||||
Performance | X | X | ||||
Testimonials | X | X | ||||
Discussion | X | X | X | |||
Interactive learning activities | X | X | X | X | ||
Clinic rotation | X | X | X | X | ||
Policies | X | |||||
Protection materials or systems | X | |||||
Task-shifting | X | |||||
Service integration | X | |||||
Counseling | X |
Stigma drivers targeted in interventions
Intervention efficacy
Discussion
Gaps and opportunities for future research
Addressing health facility stigma at multiple levels
Bringing health workers and clients together for stigma reduction
Utilizing technology for stigma reduction
Reducing stigma towards healthcare workers
Limitations
Conclusion
Recommendations and future priorities
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Prioritize rigorous evaluation
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Standardize stigma measures to facilitate comparisons between intervention approaches and methods
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Study the scale-up and routinization of stigma reduction in health facilities, with a focus on sustainable responses
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Capture cost data on the interventions and include cost-effectiveness analysis
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Develop and test stigma reduction interventions tailored to the local context and culture that:
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○ Tackle multiple stigmas at once, while remaining attentive to the needs of individuals with specific health conditions or characteristics
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○ Focus on empowerment as an approach for clients or health workers to cope with or challenge stigma, and demand rights to stigma-free health services
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○ Recognize and address stigma experienced by health workers, including internalized and secondary stigma
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○ Target all levels of health facility staff, both clinical and nonclinical
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○ Leverage technology for interactive learning beyond video testimonials
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○ Work at a structural level to change the physical or policy aspects of the facility environment
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○ Concentrate on simultaneously targeting multiple ecological levels, such as targeting both individual attitudes and practices as well as the health facility policies and environment
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