No abstract

We demonstrate that congestive HF programmes should consider offering PD in hope of seeing better functional status, reduced morbidity and mortality, better quality of life as well as reduced health care costs.

Background Young people increasingly turn to the Internet for information about social and political issues. However, they struggle to evaluate the trustworthiness of the information they encounter online. Aims This pilot study investigated whether a focused curricular intervention could improve university students’ ability to make sound judgements of credibility. Sample Participants (n = 67) were students in four sections of a ‘critical thinking and writing’ course at a university on the West Coast of the United States. Course sections were randomly assigned to treatment (n = 29) and control conditions (n = 38). Methods We conducted a pre‐and‐posttest, treatment/control experiment using a 2 × 2 × 2 design (treatment condition × order × time) with repeated measures on the last factor. Students in the treatment group received two 75‐min lessons on evaluating the credibility of online content. An assessment of online reasoning was administered to students 6 weeks prior to the intervention and again 5 weeks after. Results Students in the treatment group were significantly more likely than students in the control group to have shown gains from pretest to posttest. Conclusions Results suggest that teaching students a small number of flexible heuristics that can be applied across digital contexts can improve their evaluation of online sources.

In recent years — and especially since the 2016 presidential election — numerous media organizations, newspapers, and policy advocates have made efforts to help Americans become more careful consumers of the information they see online. In K-12 and higher education, the main approach has been to provide students with checklists they can use to assess the credibility of individual websites. However, the checklist approach is outdated. It would be far better to teach young people to follow the lead of professional fact-checkers: When confronted by a new and unfamiliar website, they begin by looking elsewhere on the web, searching for any information that might shed light on who created the site in question and for what purpose.