Use of the informed health choices educational intervention to improve secondary students’ ability to think critically about health interventions in Uganda: A cluster-randomized trial

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dc.contributor.authorSsenyonga, Ronald
dc.contributor.authorNakyejwe, Esther
dc.contributor.authorNsangi, Allen
dc.contributor.authorSemakula, Daniel
dc.contributor.authorSewankambo, Nelson K.
dc.date.accessioned2025-02-28T15:03:33Z
dc.date.available2025-02-28T15:03:33Z
dc.date.issued2023-09-19
dc.description.abstractThe aim was to evaluate the effect of the Informed Health Choices (IHC) educational intervention on secondary students’ ability to assess health-related claims and make informed choices. In a cluster-randomized trial, we randomized 80 secondary schools (students aged 13–17 years) in Uganda to the intervention or control (usual curriculum). The intervention included a 2-day teacher training workshop, 10 lessons accessed online by teachers and delivered in one school term. The lesson plans were developed for classrooms equipped with a blackboard or a blackboard and projector. The lessons addressed nine prioritized concepts. We used two multiple-choice questions for each concept to evaluate the students’ ability to assess claims and make informed choices. The primary outcome was the proportion of students with a passing score (≥9 of 18 questions answered correctly). Eighty schools consented and were randomly allocated. A total of 2477 students in the 40 intervention schools and 2376 students in the 40 control schools participated in this trial. In the intervention schools, 1364 (55%) of students that completed the test had a passing score compared with 586 (25%) of students in the control schools (adjusted difference 33%, 95% CI 26%–39%). The IHC secondary school intervention improved students’ ability to think critically and make informed choices. Well-designed digital resources may improve access to educational material, even in schools without computers or other information and communication technology (ICT). This could facilitate scaling-up use of the resources and help to address inequities associated with limited ICT access.
dc.identifier.citationSsenyonga, R., Oxman, A. D., Nakyejwe, E., Chesire, F., Mugisha, M., Nsangi, A., ... & Sewankambo, N. K. (2023). Use of the informed health choices educational intervention to improve secondary students’ ability to think critically about health interventions in Uganda: a cluster‐randomized trial. Journal of Evidence‐Based Medicine, 16(3), 285-293.https://doi.org/10.1111/jebm.12553
dc.identifier.otherhttps://doi.org/10.1111/jebm.12553
dc.identifier.urihttps://nru.uncst.go.ug/handle/123456789/10030
dc.language.isoen
dc.publisherJournal of Evidence‐Based Medicine
dc.titleUse of the informed health choices educational intervention to improve secondary students’ ability to think critically about health interventions in Uganda: A cluster-randomized trial
dc.typeArticle
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