Teaching children in low-income countries to assess claims about treatment effects: prioritization of key concepts

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dc.contributor.authorNsangi, Allen
dc.contributor.authorSemakula, Daniel
dc.contributor.authorOxman, Andrew D.
dc.contributor.authorSewankambo, Nelson K.
dc.date.accessioned2025-03-04T15:38:51Z
dc.date.available2025-03-04T15:38:51Z
dc.date.issued2015-09-10
dc.description.abstractHealth-related knowledge and behaviours developed during childhood are increasingly being recognized as foundational, deeply rooted and resistant to change as children mature into adulthood. The aim of this study was to engage stakeholders in prioritizing key concepts that children need to understand when assessing claims about treatment effects.
dc.identifier.citationNsangi, A., Semakula, D., Oxman, A. D., & Sewankambo, N. K. (2015). Teaching children in low‐income countries to assess claims about treatment effects: prioritization of key concepts. Journal of evidence-based medicine, 8(4), 173-180.https://doi.org/10.1111/jebm.12176
dc.identifier.otherhttps://doi.org/10.1111/jebm.12176
dc.identifier.urihttps://nru.uncst.go.ug/handle/123456789/10041
dc.language.isoen
dc.publisherJournal of evidence-based medicine
dc.titleTeaching children in low-income countries to assess claims about treatment effects: prioritization of key concepts
dc.typeArticle
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