Health Knowledge, Attitudes, Practice
Conditions
Keywords
Evidence-based Medicine, Good Scientific Practice, Problem-based Learning, Critical health literacy, Educational intervention
Brief summary
The purpose of this study is to identify the effect of a short term educational intervention for upcoming biology teachers to teach principles of Evidence-based Medicine (EbM) and Good Scientific Practice (GSP) to high-school biology students.
Detailed description
Shared decision making is increasingly demanded by patients in order to take part in health care decisions. However this demand for autonomy can only be used for shared decision making if the patient has basic skills in critical health literacy. To transfer health care literacy to young and healthy consumers educational intervention programs at high-school might be a feasible and effective way. This preliminary phase 2 study is designed to investigate the effect of an educational intervention to be integrated in a curriculum for upcoming teachers in biology.
Interventions
BEHAVIORALExperimental educational intervention
Educational intervention consisting of a 4-day-course in Evidence-based Medicine and Good Scientific Practice combined with the method of Problem-based Learning.
BEHAVIORALStandard educational intervention
Educational intervention on the didactics of biology (4-day-course) not containing elements of Evidence-based Medicine, Good Scientific Practice or Problem-based learning.
Sponsors
Goethe University
Study design
Allocation
NON_RANDOMIZED
Intervention model
PARALLEL
Primary purpose
HEALTH_SERVICES_RESEARCH
Masking
NONE
Eligibility
Sex/Gender
ALL
Healthy volunteers
No
Inclusion criteria
* students becoming biology teachers at participating university during enrollment period
Exclusion criteria
* refusal to participate in study
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Difference in knowledge about EbM/GSP | Before (day1), during (day 2) and after (day 4) intervention | Difference in knowledge about EbM/GSP measured by alternating standardized, pre-validated, single-best/short-answer questionnaires consisting of 20 questions each |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Difference in skills about critically appraising scientific literature | Before (day 1), during (day 2) and after (day 4) intervention | Difference in skills about critically appraising scientific literature measured by alternating randomized-controlled trials evaluated by a standardized checklist related to items of the CONSORT statement. |
| Skills in teaching principles of EbM and GSP to high school students in intervention group | After educational intervention (day 5) | Skill in teaching principles of EbM and GSP are evaluated for preparation of lessons using a standardized preparation form and performance of lessons evaluated by transcription of video tapes from each participant in the intervention group using a consented evaluation catalogue |
| Overall acceptance of educational intervention study participants | During (day 2) and after intervention (day 4) | Overall acceptance of educational intervention is evaluated by standardized questionnaires at day 2 and day 4 in the educational intervention group. |
| Overall acceptance of study lessons for biology high-school students | After study lessons (day 5) | Overall acceptance of study lessons for biology high-school students is evaluated by a standardized questionnaire at day 5. |
Countries
Germany
Outcome results
None listed