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[目的]评价在流动人口中开展艾滋病预防同伴教育的中远期效果。[方法]随机整群抽取深圳市宝安区观澜街道某工厂450名流动人口作为干预对象,另一工厂490名流动人口作为对照,在项目实施后的不同时期进行同期问卷调查,进而评价干预效果。[结果]干预组艾滋病问题基本认识与交流得分在同伴教育实施后的0.5年(t=27.73,P﹤0.01)、1年(t=9.35,P﹤0.01)及1.5年内(t=3.39,P﹤0.01)均高于对照组,但在满2年时两组得分差异无统计学意义(t=0.07,P﹥0.05);干预组艾滋病性病相关知识得分在同伴教育实施后的0.5年(t=34.82,P﹤0.01)、1年(t=25.39,P﹤0.01)及1.5年内(t=17.65,P﹤0.01)均高于对照组,但在满2年时两组得分差异无统计学意义(t=1.21,P﹥0.05);干预组艾滋病相关态度、行为与生活技能得分在同伴教育实施后的0.5年(t=31.80,P﹤0.01)、1年(t=27.84,P﹤0.01)、1.5年(t=6.60,P﹤0.01)及2年时(t=.69,P﹤0.01)均显著高于对照人群。[结论]同伴教育在流动人口中预防艾滋病的近期效果显著,但其中远期效果较差,有必要在1～1.5年后再次强化同伴教育的干预效率。
[Objective] To evaluate the medium and long-term effect of peer education on AIDS prevention among floating population. [Method] A total of 450 migrants from a factory in Guanlan Street, Bao’an District, Shenzhen were randomized to intervene randomly. The 490 floating population in another factory was used as a control. Questionnaire surveys were conducted at different periods after the project was implemented to evaluate the effect of the intervention. [Results] The basic understanding and communication score of AIDS in the intervention group were significantly lower than those in the control group (P0.05), 0.5 years (t = 27.73, P <0.01), 1 year <0.01) were higher than those in the control group, but there was no significant difference between the two groups at 2 years (t = 0.07, P> 0.05). In the intervention group, the STD related knowledge score = 34.82, P <0.01), 1 year (t = 25.39, P <0.01) and 1.5 years (t = 17.65, P <0.01), but there was no significant difference between the two groups (T = 1.21, P> 0.05). The AIDS-related attitudes, behaviors and life skills scores in the intervention group were significantly lower than those of the control group at 0.5 year (t = 31.80, P <0.01) and 1 year ), 1.5 years (t = 6.60, P <0.01) and 2 years (t = .69, P <0.01) were significantly higher than the control group. [Conclusion] The recent effect of peer education on AIDS prevention in floating population is significant, but its long-term effect is poor. It is necessary to reinforce the intervention efficiency of peer education after 1 to 1.5 years.