Table 3.

Example of specific descriptors of adaptation for the capacity-building component of the empowerment strategy for dengue vector control. La Lisa municipality, Havana City, 2004–2007

Specific descriptors of adaptation for capacity-building
Questions to identify adaptations	Specific descriptors of adaptation for a PC
What: Was the content of the training changed in any way? How? Was any topic suppressed? Which one? Why? Was any topic replaced? By which one? Why? Was any topic added? Which one? Why?	The topic “diagnosis, group work, and participation” was suppressed of the content of the training because it was deemed irrelevant by the facilitators. Monothematic workshops on communication strategies were added to facilitate the assimilation by the participants of the topic.
How: Was any principle of the pedagogical model adapted (e.g., objectives, logic, learning methods)? Which one? How? Why? Was the pedagogical model replaced by another? By which one? Why?	Some of the learning methods were adapted to the characteristics of the participants. Reading sessions were replaced by interactive lectures to facilitate the understanding of the topics.
How frequently: Was any adaptation introduced in the frequency of the training (e.g., number of sessions, number of hours per sessions? How? Why? Were the workshop’s sessions split over time? How? Why? Was there any adaptation introduced in the length of the span period intended to provide the training? How? Why?	No adaptations (i.e., additions, modifications, deletions) identified
To whom: Was the learning group adapted in any way (e.g., quantity of the participants, role of the stakeholders in relation to dengue vector control activities)? How? Why? Was the learning group replaced by another teaching strategy? By which one? Why?	No adaptations identified
By whom: Was any facilitator not trained? Why? Was any principle of the pedagogical model adapted while training the facilitators? Which one? How? Why? Was the pedagogical model replaced by another? By which one? Why?	No adaptations identified
Specifications related to the context: Was there any change in the number of CPs? Why? Was there any change in the number of circumscriptions involved? Was there any circumscription replaced? How? By which one? Why? Were there modifications brought to the methodological support (e.g., provision of guidelines, content of the guidelines, methodological counseling)? How? Why?	No adaptations identified