Shellfish Poisoning, Paralytic
Conditions
Brief summary
The purpose of this tribally co-led community-based participatory research in partnership with Sitka Tribe of Alaska was to help prevent Paralytic Shellfish Poisoning (PSP) in children of Southeast Alaska. The investigators assessed whether an education intervention led to changes in participants' planned behaviors related to clam harvesting that may reduce risks of exposure to shellfish toxins. This project included both a human subjects research component (this clinical trial) and a non-human environmental research component. In the non-human component, the tribe monitored for toxins in shellfish (including shellfish provided by people with data originally collected as a non-research service), and tested water for the presence of algae that make the toxin. The human subjects component involved age-appropriate K12 educational outreach in partnership with the Sitka School District, Hoonah City Schools, and Juneau School District, including a middle school after-school non-credit educational program coupled to a research program in Sitka, AK and Juneau, AK; and a middle school during school elective educational program coupled to a research program in Hoonah, AK. Middle school students participating in the program attended the program with several units designed to teach cultural practices, strengthen competencies toward Alaska science state standards, and evaluate shellfish consumption-related risk behaviors, while affirming traditional culture.
Detailed description
Subsistence use of natural resources, including the subsistence harvesting of shellfish, is central to Native cultures throughout Alaska. Shellfish harvesting appears as a motif in form line artwork and is a part of the traditional food ways taught by the tribes of Southeast Alaska to their youth. Saxitoxin, a toxin detected in Southeast Alaska that causes paralytic shellfish poisoning (PSP), was named after the butter clam (Saxidomus gigantea), which is a traditional food staple. The culturally central consumption of non-commercial shellfish puts Alaska Native communities at elevated risk for PSP. A population-based survey in two communities in coastal Alaska found that 20% of Alaska Natives in their sample reported a history of PSP. The Theory of Planned Behavior is a behavioral science framework that has been applied in numerous public health settings to understand why people pursue specific actions. The Theory of Planned Behavior has been applied to children's health and to poisoning prevention/ environmental health, but as far as the investigators are aware this is the first pediatric poisoning prevention application of this framework. The project's K12 programming was developed with this framework in mind. For the middle school research program (this clinical trial), the investigators aimed to measure the relevant constructs for a theory-based investigation into children's poisoning-related risk behaviors in a context that affirms safe practice of cultural traditions.
Interventions
BEHAVIORALMiddle school education program
The intervention assessed the impact of a middle school education program (implemented as an after school program in Sitka, AK and Juneau, AK and during school hours as an elective in Hoonah, AK) on shellfish and toxin knowledge and clam harvesting planned behaviors. The intervention took place weekly during the school year. The curriculum centered around teaching children about local traditional ecological knowledge and traditional harvesting and gathering practices.
Sponsors
National Institute of Environmental Health Sciences (NIEHS)
University of Alabama at Birmingham
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
PREVENTION
Masking
NONE
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
Inclusion criteria
* Middle school student at Blatchley Middle School in Sitka, Alaska or middle school student at Hoonah City Schools in Hoonah, Alaska or middle school student at Dzantik'i Heeni Middle School in Juneau, Alaska
Exclusion criteria
* Not middle school student at Blatchley Middle School in Sitka, Alaska or middle school student at Hoonah City Schools in Hoonah, Alaska or middle school student at Dzantik'i Heeni Middle School in Juneau, Alaska
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Student Assessment Questionnaire of Student Learning From Each Educational Unit. | The time frame is one educational semester, lasting 10 weeks (10 units administered weekly). Here we report post education unit outcomes (following the semester-long program). We report pre education program outcomes in baseline characteristics. | The investigators will assess student learning with pre-unit and post-unit written evaluations that collect information on students' cultural and scientific knowledge using Likert scale questions. Likert-scale responses ranged from disagree (1) to agree (5). Here we report post education unit outcomes. We report pre education unit outcomes in baseline characteristics. Questions 10 and 13 of our survey reflect this outcome measure. |
| Student Assessment Questionnaire of Student Behaviors and Behavioral Intentions Related to Shellfish Consumption and Checking SEATOR Website (Accessing a Tribal Resource to Prevent Poisoning). | The time frame is one educational semester, lasting 10 weeks (10 units administered weekly). Here we report post education unit outcomes (following the semester-long program). We report pre education program outcomes in baseline characteristics. | The investigators will assess changes in student self-reported behavioral history and student behavioral intentions with pre-unit and post-unit written evaluations that collect information on students' history to date of participating in subsistence shellfish harvest activities and students' behavioral intentions to participate in subsistence shellfish harvest activities and to check the SEATOR website, measured using Likert scale questions. Likert-scale responses ranged from disagree (1) to agree (5). Here we report post education unit outcomes. We report pre education unit outcomes in baseline characteristics. Questions 6, 7, 8, 15, and 16 reflect this outcome measure. Questions 8 and 16 are excluded from the pre-post program statistical tests as these questions are only relevant in the post-program survey. |
| Student Assessment Questionnaire of Feelings About Shellfish Harvesting Relevant to the Theory of Planned Behavior. | The time frame is one educational semester, lasting 10 weeks (10 units administered weekly). Here we report post education unit outcomes (following the semester-long program). We report pre education program outcomes in baseline characteristics. | The investigators will assess changes in student self-reported feelings about shellfish harvesting relevant to the Theory of Planned Behavior, including whether students think shellfish harvesting is enjoyable and rewarding, whether peers approve of shellfish harvesting and participate in shellfish harvesting, and whether students feel empowered to make shellfish harvesting decisions, with pre-unit and post-unit written evaluations that collect information on students' feelings about shellfish harvesting, measured using Likert scale questions. Likert-scale responses ranged from disagree (1) to agree (5). Here we report post education unit outcomes. We report pre education unit outcomes in baseline characteristics. Questions 1, 2, 3, 4, 5, 9, 10, 11, 12, 13, and 14 reflect this outcome measure. Questions 10 and 13 are used to assess both this outcome and primary outcome 1 and so are reported under both measures. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Student Interviews to Qualitatively Assess Student Learning From All Educational Units and Changes in Student Perspectives, Behaviors, and Behavioral Intentions Related to Shellfish Harvesting. | Post education (following the semester-long program) at 10 weeks. | The investigators conducted interviews at the beginning and end of each semester's program (before and after all units). To analyze data, a codebook was generated using both inductive and deductive approaches. First, codes were identified based on major themes in the interview protocol and relevant to the TPB. Next, all transcripts were reviewed to identify further themes not captured in deductively developed codes. This grounded theory approach was important to identify new themes raised by participants. Data was coded and analyzed using Dedoose software. Here we report themes raised in post-program interviews. Participant quotations reflecting these themes can be found in the published paper from this study. |
| Follow-up Student Assessment Questionnaire of Student Learning to Assess Lasting Behavioral Changes From Intervention Participation. | Data collection one year following participation in the educational program. | The investigators will follow up with participants one year after participation in the educational program to assess whether participants have had any behavior changes related to subsistence shellfish consumption, measured using Likert scale questions. Likert-scale responses ranged from disagree (1) to agree (5). |
Countries
United States
Participant flow
Pre-assignment details
All participants who enrolled in the study completed the study.
Participants by arm
| Arm | Count |
|---|---|
| Middle School Education Program The education intervention centers around teaching children about local traditional ecological knowledge and traditional harvesting and gathering practices, including those for shellfish.
The education program is divided into three units, following other tribal education programs. Primary data collection will be conducted by unit to assess student learning for each unit. The first unit will cover an introduction to shellfish, harmful algal blooms (HAB), and paralytic shellfish poisoning (PSP). The second unit will cover herring and how herring relates to Tlingit culture. The third unit will focus on intertidal zones as zones relate to Tlingit culture. | 50 |
| Total | 50 |
Baseline characteristics
| Characteristic | Middle School Education Program |
|---|---|
| Age, Continuous | 12.6 years |
| Ethnicity (NIH/OMB) Hispanic or Latino | 1 Participants |
| Ethnicity (NIH/OMB) Not Hispanic or Latino | 46 Participants |
| Ethnicity (NIH/OMB) Unknown or Not Reported | 3 Participants |
| Pre-program interview themes Some/ high knowledge of PSP | 15 Participants |
| Pre-program interview themes Some/ high knowledge of risk reduction strategies | 8 Participants |
| Pre-program interview themes Some/ high knowledge of SEATOR resources | 3 Participants |
| Pre-program survey responses 10: Checking website before clamming is easy | 3.8 Scores on a scale STANDARD_DEVIATION 1.2 |
| Pre-program survey responses 11: Those I get clams with approve of check site | 3.9 Scores on a scale STANDARD_DEVIATION 1.2 |
| Pre-program survey responses 12: People like me will check website before clam | 3.2 Scores on a scale STANDARD_DEVIATION 1.3 |
| Pre-program survey responses 13: I am confident I can check website before clam | 3.6 Scores on a scale STANDARD_DEVIATION 1.2 |
| Pre-program survey responses 14: Checking website is up to me | 4.0 Scores on a scale STANDARD_DEVIATION 1.2 |
| Pre-program survey responses 15: I intend to check website to decide to clam | 3.8 Scores on a scale STANDARD_DEVIATION 1.2 |
| Pre-program survey responses 1: Subsistence clam harvesting is enjoyable | 3.6 Scores on a scale STANDARD_DEVIATION 0.9 |
| Pre-program survey responses 2: Subsistence clam harvesting is rewarding | 4.1 Scores on a scale STANDARD_DEVIATION 1 |
| Pre-program survey responses 3: People I care about approve of clam harvest | 4.3 Scores on a scale STANDARD_DEVIATION 1 |
| Pre-program survey responses 4: Peers participate in clam harvesting | 3.1 Scores on a scale STANDARD_DEVIATION 1.2 |
| Pre-program survey responses 5: Whether I harvest is up to me | 4.2 Scores on a scale STANDARD_DEVIATION 1.2 |
| Pre-program survey responses 6: I intend to clam harvest this year | 4.0 Scores on a scale STANDARD_DEVIATION 1.3 |
| Pre-program survey responses 7: I have participated in clam harvesting | 2.5 Scores on a scale STANDARD_DEVIATION 1.8 |
| Pre-program survey responses 9: Checking website before clamming is rewarding | 3.5 Scores on a scale STANDARD_DEVIATION 1.3 |
| Race (NIH/OMB) American Indian or Alaska Native | 7 Participants |
| Race (NIH/OMB) Asian | 0 Participants |
| Race (NIH/OMB) Black or African American | 0 Participants |
| Race (NIH/OMB) More than one race | 25 Participants |
| Race (NIH/OMB) Native Hawaiian or Other Pacific Islander | 1 Participants |
| Race (NIH/OMB) Unknown or Not Reported | 8 Participants |
| Race (NIH/OMB) White | 9 Participants |
| Sex/Gender, Customized Female | 18 Participants |
| Sex/Gender, Customized Male | 21 Participants |
| Sex/Gender, Customized Nonbinary | 5 Participants |
| Sex/Gender, Customized Not reported | 5 Participants |
| Sex/Gender, Customized Questioning | 1 Participants |
Adverse events
| Event type | EG000 affected / at risk |
|---|---|
| deaths Total, all-cause mortality | 0 / 50 |
| other Total, other adverse events | 0 / 50 |
| serious Total, serious adverse events | 0 / 50 |
Outcome results
Primary
Student Assessment Questionnaire of Feelings About Shellfish Harvesting Relevant to the Theory of Planned Behavior.
The investigators will assess changes in student self-reported feelings about shellfish harvesting relevant to the Theory of Planned Behavior, including whether students think shellfish harvesting is enjoyable and rewarding, whether peers approve of shellfish harvesting and participate in shellfish harvesting, and whether students feel empowered to make shellfish harvesting decisions, with pre-unit and post-unit written evaluations that collect information on students' feelings about shellfish harvesting, measured using Likert scale questions. Likert-scale responses ranged from disagree (1) to agree (5). Here we report post education unit outcomes. We report pre education unit outcomes in baseline characteristics. Questions 1, 2, 3, 4, 5, 9, 10, 11, 12, 13, and 14 reflect this outcome measure. Questions 10 and 13 are used to assess both this outcome and primary outcome 1 and so are reported under both measures.
Time frame: The time frame is one educational semester, lasting 10 weeks (10 units administered weekly). Here we report post education unit outcomes (following the semester-long program). We report pre education program outcomes in baseline characteristics.
Population: Differences between the population numbers in the rows and the overall numbers are due to participant non-response.
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| Middle School Education Program | Student Assessment Questionnaire of Feelings About Shellfish Harvesting Relevant to the Theory of Planned Behavior. | 1: Subsistence clam harvesting is enjoyable | 4.2 Scores on a scale | Standard Deviation 0.8 |
| Middle School Education Program | Student Assessment Questionnaire of Feelings About Shellfish Harvesting Relevant to the Theory of Planned Behavior. | 2: Subsistence clam harvesting is rewarding | 4.2 Scores on a scale | Standard Deviation 1 |
| Middle School Education Program | Student Assessment Questionnaire of Feelings About Shellfish Harvesting Relevant to the Theory of Planned Behavior. | 3: People I care about approve of clam harvest | 4.4 Scores on a scale | Standard Deviation 0.7 |
| Middle School Education Program | Student Assessment Questionnaire of Feelings About Shellfish Harvesting Relevant to the Theory of Planned Behavior. | 4: Peers participate in clam harvesting | 3.1 Scores on a scale | Standard Deviation 1.2 |
| Middle School Education Program | Student Assessment Questionnaire of Feelings About Shellfish Harvesting Relevant to the Theory of Planned Behavior. | 5: Whether I harvest is up to me | 4.4 Scores on a scale | Standard Deviation 0.7 |
| Middle School Education Program | Student Assessment Questionnaire of Feelings About Shellfish Harvesting Relevant to the Theory of Planned Behavior. | 9: Checking website before clamming is rewarding | 4.3 Scores on a scale | Standard Deviation 0.8 |
| Middle School Education Program | Student Assessment Questionnaire of Feelings About Shellfish Harvesting Relevant to the Theory of Planned Behavior. | 10: Checking website before clamming is easy | 4.2 Scores on a scale | Standard Deviation 0.9 |
| Middle School Education Program | Student Assessment Questionnaire of Feelings About Shellfish Harvesting Relevant to the Theory of Planned Behavior. | 11: Those I get clams with approve of check site | 4.3 Scores on a scale | Standard Deviation 0.9 |
| Middle School Education Program | Student Assessment Questionnaire of Feelings About Shellfish Harvesting Relevant to the Theory of Planned Behavior. | 12: People like me will check website before clam | 3.5 Scores on a scale | Standard Deviation 1.3 |
| Middle School Education Program | Student Assessment Questionnaire of Feelings About Shellfish Harvesting Relevant to the Theory of Planned Behavior. | 13: I am confident I can check website before clam | 3.9 Scores on a scale | Standard Deviation 1.3 |
| Middle School Education Program | Student Assessment Questionnaire of Feelings About Shellfish Harvesting Relevant to the Theory of Planned Behavior. | 14: Checking website is up to me | 4.4 Scores on a scale | Standard Deviation 1 |
Comparison: Q1 Difference between pre- and post-program surveys from generalized estimating equation linear regressions accounting for clustering of longitudinal observations within person, adjusted associations and 95% confidence intervals.p-value: 0.0195% CI: [0.16, 0.86]Chi-squared
Comparison: Q2 Difference between pre- and post-program surveys from generalized estimating equation linear regressions accounting for clustering of longitudinal observations within person, adjusted associations and 95% confidence intervals.p-value: 0.6795% CI: [-0.34, 0.52]Chi-squared
Comparison: Q3 Difference between pre- and post-program surveys from generalized estimating equation linear regressions accounting for clustering of longitudinal observations within person, adjusted associations and 95% confidence intervals.p-value: 0.3595% CI: [-0.15, 0.41]Chi-squared
Comparison: Q4 Difference between pre- and post-program surveys from generalized estimating equation linear regressions accounting for clustering of longitudinal observations within person, adjusted associations and 95% confidence intervals.p-value: 0.7395% CI: [-0.43, 0.61]Chi-squared
Comparison: Q5 Difference between pre- and post-program surveys from generalized estimating equation linear regressions accounting for clustering of longitudinal observations within person, adjusted associations and 95% confidence intervals.p-value: 0.2395% CI: [-0.13, 0.52]Chi-squared
Comparison: Q9 Difference between pre- and post-program surveys from generalized estimating equation linear regressions accounting for clustering of longitudinal observations within person, adjusted associations and 95% confidence intervals.p-value: 095% CI: [0.27, 1.15]Chi-squared
Comparison: Q10 Difference between pre- and post-program surveys from generalized estimating equation linear regressions accounting for clustering of longitudinal observations within person, adjusted associations and 95% confidence intervals.p-value: 0.0595% CI: [0, 0.73]Chi-squared
Comparison: Q11 Difference between pre- and post-program surveys from generalized estimating equation linear regressions accounting for clustering of longitudinal observations within person, adjusted associations and 95% confidence intervals.p-value: 0.195% CI: [-0.07, 0.82]Chi-squared
Comparison: Q12 Difference between pre- and post-program surveys from generalized estimating equation linear regressions accounting for clustering of longitudinal observations within person, adjusted associations and 95% confidence intervals.p-value: 0.3295% CI: [-0.3, 0.91]Chi-squared
Comparison: Q13 Difference between pre- and post-program surveys from generalized estimating equation linear regressions accounting for clustering of longitudinal observations within person, adjusted associations and 95% confidence intervals.p-value: 0.3695% CI: [-0.25, 0.7]Chi-squared
Comparison: Q14 Difference between pre- and post-program surveys from generalized estimating equation linear regressions accounting for clustering of longitudinal observations within person, adjusted associations and 95% confidence intervals.p-value: 0.1195% CI: [-0.07, 0.78]Chi-squared
Primary
Student Assessment Questionnaire of Student Behaviors and Behavioral Intentions Related to Shellfish Consumption and Checking SEATOR Website (Accessing a Tribal Resource to Prevent Poisoning).
The investigators will assess changes in student self-reported behavioral history and student behavioral intentions with pre-unit and post-unit written evaluations that collect information on students' history to date of participating in subsistence shellfish harvest activities and students' behavioral intentions to participate in subsistence shellfish harvest activities and to check the SEATOR website, measured using Likert scale questions. Likert-scale responses ranged from disagree (1) to agree (5). Here we report post education unit outcomes. We report pre education unit outcomes in baseline characteristics. Questions 6, 7, 8, 15, and 16 reflect this outcome measure. Questions 8 and 16 are excluded from the pre-post program statistical tests as these questions are only relevant in the post-program survey.
Time frame: The time frame is one educational semester, lasting 10 weeks (10 units administered weekly). Here we report post education unit outcomes (following the semester-long program). We report pre education program outcomes in baseline characteristics.
Population: Differences between the population numbers in the rows and the overall numbers are due to participant non-response.
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| Middle School Education Program | Student Assessment Questionnaire of Student Behaviors and Behavioral Intentions Related to Shellfish Consumption and Checking SEATOR Website (Accessing a Tribal Resource to Prevent Poisoning). | 6: I intend to clam harvest this year | 3.4 Scores on a scale | Standard Deviation 1.4 |
| Middle School Education Program | Student Assessment Questionnaire of Student Behaviors and Behavioral Intentions Related to Shellfish Consumption and Checking SEATOR Website (Accessing a Tribal Resource to Prevent Poisoning). | 7: I have participated in clam harvesting | 2.8 Scores on a scale | Standard Deviation 1.8 |
| Middle School Education Program | Student Assessment Questionnaire of Student Behaviors and Behavioral Intentions Related to Shellfish Consumption and Checking SEATOR Website (Accessing a Tribal Resource to Prevent Poisoning). | 8: Learning clam safety I am more willing to clam | 4.4 Scores on a scale | Standard Deviation 0.9 |
| Middle School Education Program | Student Assessment Questionnaire of Student Behaviors and Behavioral Intentions Related to Shellfish Consumption and Checking SEATOR Website (Accessing a Tribal Resource to Prevent Poisoning). | 15: I intend to check website to decide to clam | 3.9 Scores on a scale | Standard Deviation 1 |
| Middle School Education Program | Student Assessment Questionnaire of Student Behaviors and Behavioral Intentions Related to Shellfish Consumption and Checking SEATOR Website (Accessing a Tribal Resource to Prevent Poisoning). | 16: I have used website to inform decision to clam | 3.1 Scores on a scale | Standard Deviation 1.5 |
Comparison: Q6 Difference between pre- and post-program surveys from generalized estimating equation linear regressions accounting for clustering of longitudinal observations within person, adjusted associations and 95% confidence intervals.p-value: 0.1295% CI: [-0.96, 0.11]Chi-squared
Comparison: Q7 Difference between pre- and post-program surveys from generalized estimating equation linear regressions accounting for clustering of longitudinal observations within person, adjusted associations and 95% confidence intervals.p-value: 0.2195% CI: [-0.23, 1.05]Chi-squared
Comparison: Q15 Difference between pre- and post-program surveys from generalized estimating equation linear regressions accounting for clustering of longitudinal observations within person, adjusted associations and 95% confidence intervals.p-value: 0.7895% CI: [-0.41, 0.54]Chi-squared
Primary
Student Assessment Questionnaire of Student Learning From Each Educational Unit.
The investigators will assess student learning with pre-unit and post-unit written evaluations that collect information on students' cultural and scientific knowledge using Likert scale questions. Likert-scale responses ranged from disagree (1) to agree (5). Here we report post education unit outcomes. We report pre education unit outcomes in baseline characteristics. Questions 10 and 13 of our survey reflect this outcome measure.
Time frame: The time frame is one educational semester, lasting 10 weeks (10 units administered weekly). Here we report post education unit outcomes (following the semester-long program). We report pre education program outcomes in baseline characteristics.
Population: Differences between the population numbers in the rows and the overall numbers are due to participant non-response.
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| Middle School Education Program | Student Assessment Questionnaire of Student Learning From Each Educational Unit. | 10: Checking website before clamming is easy | 4.2 Scores on a scale | Standard Deviation 0.9 |
| Middle School Education Program | Student Assessment Questionnaire of Student Learning From Each Educational Unit. | 13: I am confident I can check website before clam | 3.9 Scores on a scale | Standard Deviation 1.3 |
Comparison: Q10 Difference between pre- and post-program surveys from generalized estimating equation linear regressions accounting for clustering of longitudinal observations within person, adjusted associations and 95% confidence intervals.p-value: 0.0595% CI: [0, 0.73]Chi-squared
Comparison: Q13 Difference between pre- and post-program surveys from generalized estimating equation linear regressions accounting for clustering of longitudinal observations within person, adjusted associations and 95% confidence intervals.p-value: 0.3695% CI: [-0.25, 0.7]Chi-squared
Secondary
Follow-up Student Assessment Questionnaire of Student Learning to Assess Lasting Behavioral Changes From Intervention Participation.
The investigators will follow up with participants one year after participation in the educational program to assess whether participants have had any behavior changes related to subsistence shellfish consumption, measured using Likert scale questions. Likert-scale responses ranged from disagree (1) to agree (5).
Time frame: Data collection one year following participation in the educational program.
Population: When we closed the study, only 7 participants had completed the program at least one year prior and were available for one year post-program recontact. Of these 7 participants, 4 completed the follow-up survey.
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| Middle School Education Program | Follow-up Student Assessment Questionnaire of Student Learning to Assess Lasting Behavioral Changes From Intervention Participation. | 7: I have participated in clam harvesting | 5 Scores on a scale | Standard Deviation 0 |
| Middle School Education Program | Follow-up Student Assessment Questionnaire of Student Learning to Assess Lasting Behavioral Changes From Intervention Participation. | 8: Learning clam safety I am more willing to clam | 4.75 Scores on a scale | Standard Deviation 0.5 |
| Middle School Education Program | Follow-up Student Assessment Questionnaire of Student Learning to Assess Lasting Behavioral Changes From Intervention Participation. | 15: I intend to check website to decide to clam | 5 Scores on a scale | Standard Deviation 0 |
| Middle School Education Program | Follow-up Student Assessment Questionnaire of Student Learning to Assess Lasting Behavioral Changes From Intervention Participation. | 16: I have used website to inform decision to clam | 3.5 Scores on a scale | Standard Deviation 1.9 |
Secondary
Student Interviews to Qualitatively Assess Student Learning From All Educational Units and Changes in Student Perspectives, Behaviors, and Behavioral Intentions Related to Shellfish Harvesting.
The investigators conducted interviews at the beginning and end of each semester's program (before and after all units). To analyze data, a codebook was generated using both inductive and deductive approaches. First, codes were identified based on major themes in the interview protocol and relevant to the TPB. Next, all transcripts were reviewed to identify further themes not captured in deductively developed codes. This grounded theory approach was important to identify new themes raised by participants. Data was coded and analyzed using Dedoose software. Here we report themes raised in post-program interviews. Participant quotations reflecting these themes can be found in the published paper from this study.
Time frame: Post education (following the semester-long program) at 10 weeks.
Population: Differences between the participant numbers in the rows and the overall numbers are due to 30 total post-program interviews being conducted. Of the 50 participants in the study, 1 did not consent to participate in interviews. Of the 49 consented participants, interviews were conducted with 37 participants at the start of the program and 30 participants at the end of the program. Fewer interviews were conducted than the number of those consented because of scheduling and attendance constraints.
| Arm | Measure | Group | Value (COUNT_OF_PARTICIPANTS) |
|---|---|---|---|
| Middle School Education Program | Student Interviews to Qualitatively Assess Student Learning From All Educational Units and Changes in Student Perspectives, Behaviors, and Behavioral Intentions Related to Shellfish Harvesting. | Some/ high knowledge of PSP | 26 Participants |
| Middle School Education Program | Student Interviews to Qualitatively Assess Student Learning From All Educational Units and Changes in Student Perspectives, Behaviors, and Behavioral Intentions Related to Shellfish Harvesting. | Some/ high knowledge of risk reduction strategies | 20 Participants |
| Middle School Education Program | Student Interviews to Qualitatively Assess Student Learning From All Educational Units and Changes in Student Perspectives, Behaviors, and Behavioral Intentions Related to Shellfish Harvesting. | Some/ high knowledge of SEATOR resources | 28 Participants |