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
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-ran...
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doaj-3e2d780e2b764fcf8f7e22e699db39002021-01-10T12:45:34ZengBMCTrials1745-62152020-01-0121112210.1186/s13063-019-3960-9Effects 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 trialAllen Nsangi0Daniel Semakula1Andrew D. Oxman2Astrid Austvoll-Dahlgren3Matt Oxman4Sarah Rosenbaum5Angela Morelli6Claire Glenton7Simon Lewin8Margaret Kaseje9Iain Chalmers10Atle Fretheim11Yunpeng Ding12Nelson K. Sewankambo13College of Health Sciences, Makerere UniversityCollege of Health Sciences, Makerere UniversityUniversity of OsloCentre for Informed Health Choices, Norwegian Institute of Public HealthCentre for Informed Health Choices, Norwegian Institute of Public HealthCentre for Informed Health Choices, Norwegian Institute of Public HealthInfodesignlabCentre for Informed Health Choices, Norwegian Institute of Public HealthCentre for Informed Health Choices, Norwegian Institute of Public HealthTropical Institute of Community Health & DevelopmentJames Lind InitiativeUniversity of OsloCentre for Informed Health Choices, Norwegian Institute of Public HealthCollege of Health Sciences, Makerere UniversityAbstract 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.https://doi.org/10.1186/s13063-019-3960-9Evidence-based healthcareTrainingCritical thinkingHealth literacyInformed decision-makingPublic involvement |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Allen Nsangi Daniel Semakula Andrew D. Oxman Astrid Austvoll-Dahlgren Matt Oxman Sarah Rosenbaum Angela Morelli Claire Glenton Simon Lewin Margaret Kaseje Iain Chalmers Atle Fretheim Yunpeng Ding Nelson K. Sewankambo |
spellingShingle |
Allen Nsangi Daniel Semakula Andrew D. Oxman Astrid Austvoll-Dahlgren Matt Oxman Sarah Rosenbaum Angela Morelli Claire Glenton Simon Lewin Margaret Kaseje Iain Chalmers Atle Fretheim Yunpeng Ding Nelson K. Sewankambo 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 Evidence-based healthcare Training Critical thinking Health literacy Informed decision-making Public involvement |
author_facet |
Allen Nsangi Daniel Semakula Andrew D. Oxman Astrid Austvoll-Dahlgren Matt Oxman Sarah Rosenbaum Angela Morelli Claire Glenton Simon Lewin Margaret Kaseje Iain Chalmers Atle Fretheim Yunpeng Ding Nelson K. Sewankambo |
author_sort |
Allen Nsangi |
title |
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 |
title_short |
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 |
title_full |
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 |
title_fullStr |
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 |
title_full_unstemmed |
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 |
title_sort |
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 |
publisher |
BMC |
series |
Trials |
issn |
1745-6215 |
publishDate |
2020-01-01 |
description |
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. |
topic |
Evidence-based healthcare Training Critical thinking Health literacy Informed decision-making Public involvement |
url |
https://doi.org/10.1186/s13063-019-3960-9 |
work_keys_str_mv |
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