ABSTRACT

KEY WORDS: Awareness, Burn prevention campaigns, Early education

INTRODUCTION

Burn injuries are among the most prevalent types of trauma globally, representing a major public health concern that affects individuals across all age groups and socioeconomic backgrounds. According to data from the World Health Organization, approximately 11 million burn injuries requiring medical attention occur each year, with global mortality exceeding 180 000 deaths. The incidence of these injuries varies significantly between high-income and low- and middle-income countries, with the latter experiencing a disproportionately higher burden of morbidity and mortality.¹

The disparity between high-income and low- and middle-income countries is largely attributed to factors such as inadequate healthcare infrastructure, limited access to specialized burn care, and insufficient education on preventive measures. Consequently, burn prevention is recognized as a critical strategy to mitigate this burden. Effective prevention encompasses a range of actions, from community awareness campaigns to the implementation of public policies aimed at enhancing safety in domestic, occupational, and public environments. Although studies have reviewed the principal global strategies for burn prevention, including examination of current trends and proposals of integrated approaches to reduce the incidence and global impact of burn injuries, no studies have documented the design of a prevention mascot. Here, we have documented our experience on this topic.

MATERIALS AND METHODS

Filemón was designed as a dragon because, as we all know, dragons are representative of the guardians of great treasures found within a castle. For Filemón, that treasure includes all of the inhabitants of the world that Filemón wishes to protect from burns. Filemón is a unique dragon because he spits water not fire. His body is made up of 75% water, which is why his color is turquoise and 25% are warm colors. These images reminds us that fire was the first great discovery of humans.

This burn prevention and first aid educational program was designed as a community-based intervention aimed primarily at children between the ages of 5 and 12 years, preschool education teachers, primary teachers, and public school principals. The program used “Filemón, the Prevention Dragon,” a friendly and engaging mascot created to capture children’s attention and facilitate the learning process through storytelling, visual aids, and interactive activities (Figure 1).
The intervention was structured into four 45-minute educational sessions delivered over the course of 2 weeks in preschools, primary schools, and community centers. Information on burns, prevention, and first aid was delivered to preschool and primary school teachers and public school principals. Each session focused on key topics, including basic burn prevention strategies, identification of common household and environmental burn hazards, appropriate first aid responses, and the importance of seeking adult and medical assistance. Each teacher was responsible for bringing information to parents and students, developing activities and educational material for prevention and first aid for burns, with Filemón as the main character.

The combination of traditional methods (conferences), creative approaches (an educational character), digital outreach (social media), and evaluation tools (pretests and posttests) were effective in raising awareness, transferring knowledge, and building a strong prevention network. These methods can be replicated, adapted, and scaled up with a view to developing a more solid and inclusive national structure

Teaching methods of the burn prevention program
The Burn Prevention Program in Guatemala has adopted a comprehensive and audience-adapted educational strategy, combining scientific, creative, and digital approaches to ensure meaningful and sustainable learning. Below are the main teaching methods implemented.

Conferences for health professionals
Conferences have been developed for doctors, nurses, and healthcare personnel with the aim of updating knowledge on the prevention, classification, and initial care of burns. These sessions include (1) real case studies and best practices, (2) review of updated protocols, (3) interdisciplinary dialogue spaces, (4) and distribution of digital educational materials.

Educational messages with Filemón, the prevention dragon
Filemón, the program’s official character, plays a central role in the educational strategy aimed at teachers, students, and families. Through visual messages, stories, and animated videos, Filemón teaches how to prevent accidents caused by fire, hot liquids, or electricity; what to do (and what not to do) in case of a burn; and the importance of care and communication at home and in school. This approach promotes emotional and participatory learning, reinforcing visual and affective memory in children.

Social media campaigns
The program uses digital platforms to extend its reach through informative and preventive posts, short videos with first aid tips, interactive stories featuring Filemón, and infographics adapted for different age groups. Social media enables fast, direct, and ongoing communication with the general public, especially in urban areas and among young adults.

Pretests and posttests for facilitators
To ensure the effectiveness of the training process, a system of evaluation before and after the training sessions has been implemented. These evaluations allow for measuring facilitators; measuring prior knowledge, identifying changes in comprehension and knowledge retention; adjusting content and strategies based on the results; and validating the teaching methodology. This process has been key to ensuring that facilitators are truly prepared to replicate the content effectively in their own contexts.

Educational materials
A variety of didactic resources were developed and validated by health education experts, including illustrated storybooks featuring Filemón in different burn risk scenarios, posters and flashcards highlighting prevention tips and emergency steps, a puppet show and animated video series reinforcing first aid procedures, and printable coloring books and interactive games to promote memory retention and engagement.

Training of facilitators
Health care professionals and trained volunteers conducted the sessions after completing a 4-hour workshop that covered burn pathology, communication techniques with children, and use of the Filemón materials. Emphasis was placed on culturally appropriate messaging and age-adapted language.

Evaluation methods
Preintervention and postintervention questionnaires were administered to assess changes in knowledge, attitudes, and self-reported behavioral intentions related to burn prevention and first aid. In addition, qualitative feedback was collected through focus groups with participants, teachers, and parents.

This methodology ensured that the intervention was replicable, adaptable to different contexts, and capable of generating measurable outcomes in terms of awareness and preparedness in childhood burn prevention.

The burn prevention program featuring Filemón the dragon has been implemented in public institutions such as schools, hospitals, and government agencies in Guatemala with the goal of reducing burn incidents in children and promoting safe practices in home, schools, and communities.

RESULTS

Increased awareness and knowledge
Surveys among teachers, hospital health personnel, and volunteers were conducted before and after the educational activities, showing a 65% increase in knowledge about burn risks and basic burn preventive measures.

Filemón has participated in public and private events raisin awareness in burn prevention and also through social media and networks. Since its creation 2 years ago, Filemón has visited 17 public school and 4 pediatric clinics and interacted with 235 hospital professionals and public servants from a regional municipality. The debut of Filemón in 2023 was held at the National Children Museum with 350 participants. The origin of this character has been presented at 5 international burn meetings. The inclusion of Filemón the dragon in educational materials and recreational activities facilitated understanding and recall of the recommendations. The figure of Filemón has been well received by pediatric and adolescent populations, indicating a positive trend, although long-term follow-up is required to confirm the sustainability of the effects.

Training for teachers and parents
More than 150 teachers and 200 parents were trained in safe practice and basic first aid for burns. The training included the use of visual materials and interactive activities featuring Filemón the dragon as the central character.

Awareness materials and campaigns
More than 3000 brochures, posters, stickers, and educational guides illustrated with Filemón the dragon of prevention have been distributed.

DISCUSSION

During the initial phase of the Burn Prevention Program in Guatemala, the outcomes have been notably positive. The activities conducted in schools, hospitals, and communities have successfully reached a large number of children, teachers, and medical staff, raising awareness about burn risks and the importance of proper first aid. The character Filemón, as an educational figure, has facilitated emotional and didactic engagement, allowing key messages to be delivered in an accessible and memorable way.

The program has demonstrated that prevention is a powerful tool, especially when combined with playful, relatable, and culturally adapted elements. Likewise, the response from teachers has been highly positive, showing a strong interest in continuing their training and sharing the knowledge within their educational communities.

However, these achievements, while encouraging, have also highlighted the urgent need to strengthen the program’s long-term structure. To ensure sustainability and expansion, the steps listed below are essential.

First, university students from fields such as medicine, nursing, education, communication, and social work should be engaged as active agents in outreach and community training. Their involvement will help extend the program’s geographic reach and enrich it with academic and social perspectives.

Second, new instructors who can replicate the prevention model in other regions of the country should be trained. In addition, a standardized training methodology with updated content and pedagogical tools based on the experience gained during the first phase should be developed.

Third, strategic alliances among institutions from the public and private sectors, academia, and international cooperation should be built. Integrating these groups will create synergies, share resources, increase the program’s visibility, and strengthen its legitimacy.

Fourth, Filemón should be established as the official ambassador of the program, giving him an institutional role that facilitates connections with new organizations, media outlets, universities, and stakeholders. Filemón is not just a character; he is a bridge between prevention and action and between technical messaging and social empathy.

Results achieved in this initial phase have validated the program’s approach and open a window of opportunity to turn this strategy into a nationwide initiative. Such an initiative will require political will, interinstitutional commitment, and a medium- to long-term vision that incorporates more stakeholders, encourages continuous training, and keeps the protection of Guatemalan children and youth from burn injuries at its core.

CONCLUSIONS

The creation of innovative stories that become part of the social reality of children and young people allows humans to create emotional bonds with a fictional character. This fosters social identity, acceptance, and credibility of the message, which is essential in burn prevention. We recommend the creation of mascots for teaching and disseminating messages that are receptive to children, where the character becomes an ambassador for the correct dissemination of preventive message.

REFERENCES

1. World Health Organization. Global burn registry. https://www.who.int/teams/social-determinants-of-health/safety-and-mobility/burns/global-burn-registry
   
2. Peck MD. Epidemiology of burns throughout the world. Part I: Distribution and risk factors. Burns. 2011;37(7):1087-1100. doi:10.1016/j.burns.2011.06.005
   
3. Ceballos Garcia L. Un modelo educacional de prevención de quemaduras. Gaceta Médica de Caracas. 2003;III(1). https://ve.scielo.org/scielo.php?pid=S0367-4762200300010000 4&script=sci_arttext#fig14
   
4. World Health Organization. Injuries and violence: key facts. June 19, 2024. https://www.who.int/news-room/fact-sheets/ detail/injuries-and-violence