Barriers and facilitators to participation of men who have sex with men and transgender women in HIV research in Jamaica.

To assess potential barriers and facilitators to participation in bio-behavioural surveillance surveys of men who have sex with men and transgender women (trans women) in Jamaica, we recruited participants for individual interviews and focus group discussions. Respondents included 3 trans women; 46 gay, bisexual and other men who have sex with men; and 3 cis gender women. Data from 46 men and 3 trans women were analysed to describe barriers and facilitators to participation in research. Barriers identified were: lack of perceived benefits from research participation due to high socioeconomic status; concerns about confidentiality and unintended disclosure; HIV fatigue and fear of knowing one's HIV status; distrustful inter-group dynamics; and undesirable study location and hours. Facilitators to participation in research were: belonging to a marginalised subgroup of men who have sex with men or trans women; incentives; and trust in researchers and community input in planning the study. Findings emphasise the need to understand the individual, interpersonal and structural factors that shape relationships, disclosure and interactions to successfully enrol diverse samples of men who have sex with men and trans women.

Effects of learning from interaction with physical or mediated devices.

Online learning tools and course materials have not only taken root: they are fully established and thriving. However, some wonder whether the missing interaction with physical, rather than virtual, tools may be undermining the foundation of more abstract spatial and cognitive skills. Sixty third-grade (28 male and 32 female) children with a mean age of 8.95 years (SD = .56 years) were randomly assigned to practice new math skills on a physical wooden Chinese abacus or a virtual Chinese abacus, programmed using Hypercard. Later; the children did equally well on a paper and pencil recognition test, but the children who had practiced with the virtual Chinese abacus were significantly worse at building on their knowledge to figure out how to use the abacus for more advanced computation than those who had practiced with the wooden Chinese abacus. This could have important implications for the early development of the foundation of mathematical, spatial, and cognitive skills.