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. 2022 Sep 6;69(8):956–965. doi: 10.1111/zph.12993

TABLE 1.

Outcomes from women's focus groups in Sharkia area villages to improve clarity of Figure 2 poster in pictoral education tool to the final posters in Arabic and English versions

Points of improvement for Figure 1 from women's focus groups in Sharkia Area Changes in Final 11‐Panel Arabic and English Versions

  1. Separate all panels with a space

 Used in both versions
  • 2

    Use arrows to indicate the flow which should be right‐to‐left, down, left‐to‐right, down, etc.; that is flow like a ‘snake’

 Arabic, right‐to‐left, and English, left‐to‐right; both ‘snake’ flow
  • 3

    Number the pages in Arabic, upper right corner

 Used in both versions
  • 4

    Reduce size of Panel 1

 Eliminated panel in both
  • 5

    In Panel 1 use pictures or illustrations of the birds and not silhouettes

 Eliminated panel in both
  • 6

    Use halla‐shaped pot for bird processing and a different shaped pot to heat the water. Limit the hot water pot presence to only when hot water is used

 Used in both versions
  • 7

    In all illustrations of pots with water, make the water blue.

 Used in both versions
  • 8

    In illustrations with boiling water, make more bubbles and more steam for clarity

 Used in both versions
  • 9

    Make boiling pot transparent to show viscera and feathers inside

 Used in both versions
  • 10

    Make feathers bigger to assure their identity

 Used in both versions
  • 11

    Add more detail on feathers

 Used in both versions
  • 12

    Because transparent lids are confusing, make all lids solid

 Used in both versions
  • 13

    Make all blood a very bright red

 Used in both versions
  • 14

    In the illustration of woman inhaling virus add more virus particles and as bright red monsters

 Between panel # 3 and 4–both versions
  • 15

    Make the virus into nasty little monsters like the bacteria in toothpaste advertisements—red for living and black for dead

 Not used as small size of virus particles prohibited details of ‘monster’ viruses
  • 16

    In the illustration of woman inhaling virus add two red Xs on lid

 Modified on Arabic version to one large red X on panel
  • 17

    Use barbed arrows, one going each way, to illustrate the back‐and‐forth sliding motion of the lid

 Panel #4—both versions
  • 18

    In ladling water for scald step, make pots on equal size and use long arrow from boiling water through ladle and into pot to show the continuous motion

 Panel #4—both versions
  • 19

    Illustration about scald to loosen feathers—add a hand with a wooden spoon pushing the bird down into the scald water

 Not used as wooden spoon would contradict the critical closed lid concept for containing the virus
  • 20

    Enlarge the clock in all panels

 Panel #5–both versions
  • 21

    Remove red wattles in illustrations where the virus is black—it confused the dead virus issue

 Panels #5/6–changed wattle colour to pale pink
  • 22

    Defeathering is done in a pan and the carcass is then rinsed in another pan, eviscerated, edible organs sorted away, intestines put with the feathers, and the clean carcass with edible organs kept in the rinse pan

 Panel #7—sequence redone
  • 23

    Leave some feathers on the carcass in the defeathering panel

 Panel #7—both versions
  • 24

    Evisceration panel include removal and saving of edible organs—gizzard, heart and liver with upward rotation of hand holding viscera to ensure clarity

 Panel #7–edible viscera added with flow arrow in both versions
  • 25

    Rotate hand with intestinal viscera upwards to clarify removal

 Panel #7—Additional flow arrow added for clarification
  • 26

    Add more viscera and feathers in the pot to be boiled

 Panel #7—both versions
  • 27

    Boiling viscera and feathers to show destruction of virus

 Panel #8—both versions
  • 28

    Include a panel with the finished product—the chicken carcass and the edible organs

 Panel #9—both versions
  • 29

    10—Make the clean‐up a single separate panel

 Panel #10—both versions
  • 30

    10—Add detergent container, have bubbles falling over side, add a cleaning pad, and eliminate the wooded handled brush in pot section of Clean‐up panel

 Panel #10—both versions
  • 31

    10—Less foam on hands and add a bar of soap for handwashing in Clean‐up panel

 Panel #10—both versions
  • 32

    Include the knife in the clean‐up panel

 Unintended omission but deemed not essential
  • 33

    Develop a 5‐panel poster listing the four critical to‐do and one do‐not‐do actions, and in the 11‐Panel poster, label the actions with a green circle around a green check mark and red circle around a red X, respectively

 Used in both versions
  • 34

    For the five (5) critical actions have them as separate panels on the poster with green borders for the ‘what to do’ and red edges for the ‘what to NOT do’. Those are as follows: 1) Contain the virus (green); 2) Do not lift the lid (red); 3) Slide the lid (green); 4) Inactivate the virus in the container (green); 5) Inactivate the virus in the waste feathers and viscera;

 Used in both versions
  • 35

    Print the 5‐panel poster on the back of 11‐panel poster or as a separate handout

 Used in both versions