Complex intervention to promote human papillomavirus (HPV) vaccine uptake in school settings: A cluster-randomized trial

Davies, Cristyn; Marshall, Helen; Brotherton, Julia; McCaffery, Kirsten; McCaffery, Kirsten; Macartney, Kristine; Garland, Suzanne M.; Kaldor, John; Zimet, Gregory D.; Kang, Melissa

doi:10.1016/j.ypmed.2023.107542

Cited by 4 publications

(13 citation statements)

References 25 publications

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“…Finally, research conducted in Australia concerned such health topics as psychoactive substance use [ 70 – 72 , 81 ], lifestyle [ 16 , 17 ], as well as public [ 23 , 102 ] and mental health [ 23 ], while an educational intervention conducted in South America covered the topic of SRH [ 20 ].…”

Section: Resultsmentioning

confidence: 99%

“…Vaccinations were discussed in interventions generally linked to infectious disease [ 66 ] or aimed at increasing the uptake of specific vaccination, i.e. HPV [ 102 ].…”

Section: Resultsmentioning

confidence: 99%

“…Half of the studied interventions were preceded by teachers’ training (57 articles, 50%) and/or peer leaders training (13 articles, 11%). Only every third intervention provided pupils with additional materials, such as booklets [ 22 , 32 , 74 , 77 , 102 , 124 ], handouts [ 49 , 78 , 117 ], audiovisual materials [ 20 , 74 , 90 , 99 , 107 , 115 ], textbooks [ 84 , 85 , 130 ], recipes [ 57 ] newsletters [ 28 , 46 ], exercise book [ 129 ], and student guide [ 111 ].…”

Section: Resultsmentioning

confidence: 99%

“…Typically, the practice-oriented methods were dedicated to developing either cognitive skills and emotional regulation or manual abilities and physical fitness. The former was used when fostering the skills of goal setting [ 77 , 85 , 87 , 100 , 137 ], decision-making [ 12 , 25 , 27 , 29 , 46 , 61 , 70 – 72 , 74 , 76 , 77 , 80 , 84 , 85 , 89 , 97 , 102 , 111 , 120 , 123 , 126 , 134 – 136 , 138 ], stress management [ 85 , 99 ], peer pressure resistance [ 21 , 61 , 80 , 85 , 95 ], emotions regulation [ 85 , 89 ], peaceful conflict resolution techniques [ 29 , 111 , 139 ], differentiating healthy from unhealthy practice [ 11 , 92 , 123 , 134 , 135 ], assertiveness [ 87 , 111 ], as well as values clarification and/or self-monitoring [ 46 ,…”

Section: Resultsmentioning

confidence: 99%

“…These methods provide pupils with an opportunity to observe particular environments and collect impressions from the external stimuli to foster the understanding of a given issue (e.g., a field trip to a sexually transmitted disease clinic [ 86 ] to university hospital to talk with medical professionals and patients [ 21 , 140 ]). Alternatively, they presented posters [ 27 , 102 ], video games [ 103 , 111 ], videos dedicated to the health topic [ 98 , 107 , 108 , 110 ] or allow pupils to recreate situations, reflect values, or express themselves with drama [ 10 ], role-playing [ 13 , 26 , 54 , 74 , 90 , 95 ], music, and dance composition [ 136 ].…”

Section: Resultsmentioning

confidence: 99%

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Teaching methods for critical thinking in health education of children up to high school: A scoping review

Prokop-Dorner,

Piłat-Kobla,

Ślusarczyk

et al. 2024

PLoS ONE

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According to the World Health Organization, the improvement of people’s health literacy is one of the fundamental public health challenges in the 21st century. The key issue in teaching health literacy is to develop critical thinking skills. As health literacy and critical thinking should be developed at school age, we reviewed teaching methods or educational interventions used in empirical studies focused on the development of critical thinking regarding health and implemented by teachers in preschools, primary schools, or secondary schools. We searched seven databases (Medline, Embase, Web of Science, ERIC, ProqQuest, PsycArticles, and CINAHL) from inception to 20 September 2023 for any type of empirical studies. Due to the heterogeneity in interventions and inadequate reporting of results, a descriptive synthesis of studies was performed in addition to quantitative analysis. Of the 15919 initial records, 115 studies were included in the review. Most of the educational interventions focused on lifestyle-related health issues such as substance use, sexual and reproductive health, and nutrition. The popularity of health issues changed over time and depended on the geographical context. Six dimensions that differentiated the teaching methods were identified: central teaching component, central educator, pupils’ activity level, teaching context, educational materials, and significance of critical thinking. Many educational interventions did not address the development of critical thinking skills in a comprehensive manner, and the significance of critical thinking varied greatly. Interventions in which critical thinking had high and very high significance applied mainly problem-solving methods and involved pupils’ activity. The evidence on the effectiveness of the teaching methods that develop critical thinking is limited because most articles failed to provide detailed information on the teaching methods or did not examine their effects. We recommend that a checklist is developed to facilitate a detailed description of health educational interventions and thus promoting their replicability. Study registration: The protocol of the review was registered in the OSF Registries on 13 January 2022 (doi: https://doi.org/10.17605/OSF.IO/46TEZ).

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Section: Resultsmentioning

confidence: 99%

“…Vaccinations were discussed in interventions generally linked to infectious disease [ 66 ] or aimed at increasing the uptake of specific vaccination, i.e. HPV [ 102 ].…”

Section: Resultsmentioning

confidence: 99%