Effects of the Informed Health Choices primary school intervention on the ability of children in Uganda to assess the reliability of claims about treatment effects, 1-year follow-up: a cluster-randomised trial

Trials

卷:21

Astrid Austvoll-Dahlgren¹  Matt Oxman¹  Simon Lewin¹  Yunpeng Ding¹  Claire Glenton¹  Sarah Rosenbaum¹  Nelson K. Sewankambo²  Daniel Semakula²  Allen Nsangi²  Angela Morelli³  Iain Chalmers⁴  Margaret Kaseje⁵  Atle Fretheim⁶  Andrew D. Oxman⁶ 

[1] Centre for Informed Health Choices, Norwegian Institute of Public Health;

[2] College of Health Sciences, Makerere University;

[3] Infodesignlab;

[4] James Lind Initiative;

[5] Tropical Institute of Community Health & Development;

[6] University of Oslo;

关键词: Evidence-based healthcare;    Training;    Critical thinking;    Health literacy;    Informed decision-making;    Public involvement;   

DOI  :  10.1186/s13063-019-3960-9

来源: DOAJ

【 摘 要 】

Abstract Introduction We evaluated an intervention designed to teach 10- to 12-year-old primary school children to assess claims about the effects of treatments (any action intended to maintain or improve health). We report outcomes measured 1 year after the intervention. Methods In this cluster-randomised trial, we included primary schools in the central region of Uganda that taught year 5 children (aged 10 to 12 years). We randomly allocated a representative sample of eligible schools to either an intervention or control group. Intervention schools received the Informed Health Choices primary school resources (textbooks, exercise books and a teachers’ guide). The primary outcomes, measured at the end of the school term and again after 1 year, were the mean score on a test with two multiple-choice questions for each of the 12 concepts and the proportion of children with passing scores. Results We assessed 2960 schools for eligibility; 2029 were eligible, and a random sample of 170 were invited to recruitment meetings. After recruitment meetings, 120 eligible schools consented and were randomly assigned to either the intervention group (n = 60 schools; 76 teachers and 6383 children) or the control group (n = 60 schools; 67 teachers and 4430 children). After 1 year, the mean score in the multiple-choice test for the intervention schools was 68.7% compared with 53.0% for the control schools (adjusted mean difference 16.7%; 95% CI, 13.9 to 19.5; P < 0.00001). In the intervention schools, 3160 (80.1%) of 3943 children who completed the test after 1 year achieved a predetermined passing score (≥ 13 of 24 correct answers) compared with 1464 (51.5%) of 2844 children in the control schools (adjusted difference, 39.5%; 95% CI, 29.9 to 47.5). Conclusion Use of the learning resources led to a large improvement in the ability of children to assess claims, which was sustained for at least 1 year. Trial registration Pan African Clinical Trial Registry (www.pactr.org), PACTR201606001679337. Registered on 13 June 2016.

【 授权许可】

Unknown