Cross-cultural school-based encounters as global health education

Bruselius-Jensen, Maria; Renwick, Kerry; Aagaard‐Hansen, Jens

doi:10.1177/0017896916676209

Cited by 3 publications

(10 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Most studies conducted in Europe concerned lifestyle, including both nutrition and/or physical activity interventions [ 7 , 9 , 11 , 22 , 24 , 46 , 91 , 97 , 103 , 106 , 109 , 126 , 134 ], public health [ 8 , 12 , 13 , 29 , 47 , 88 , 101 , 105 , 139 ], and psychoactive substance use [ 7 , 15 , 48 , 51 , 84 , 114 , 122 ]. Four papers concerned somatic health [ 22 , 30 , 97 , 125 ] and five–mental health [ 68 , 97 , 99 , 109 , 113 ].…”

Section: Resultsmentioning

confidence: 99%

“…Slightly less studies (27; 23,5%) tested an intervention on nutrition (23,5%) [ 8 , 11 , 16 , 17 , 22 , 23 , 46 , 57 , 60 , 77 , 87 , 89 , 91 , 96 , 97 , 103 , 109 , 110 , 112 , 123 , 125 , 126 , 135 , 140 – 142 ]. Public health problems, such as health care [ 21 ], violence [ 13 , 18 , 78 ], global health [ 8 ], organ donation [ 88 ], anti-microbial resistance [ 107 ], zoonosis [ 101 ], use of medicine [ 12 ], and bioethical dilemmas linked to health [ 47 ], social inequalities [ 31 ] were taught in 25% of reported interventions. Various forms of physical activity were promoted in every tenth intervention (11%) [ 7 , 9 , 16 , 17 , 63 , 77 , 87 , 89 , 97 , 135 , 142 ].…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

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

View full text Add to dashboard Cite

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).

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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

View full text Add to dashboard Cite

show abstract

“…The idea is to raise curiosity, generate authenticity and create insight into others' lives, thus initiating reflections about oneself as an individual and as part of a culture and a society. Cross-cultural encounters provide an opportunity to enhance communication competences, comprehend plurality, and create room for students to discover similarities and differences between people and living conditions (Bruselius-Jensen et al, 2017b). This learning concept may be used within all subjects or for themes such as health promotion in a school context (https://www.melproject.com).…”

Section: Move Eat Learn: Cross-cultural Encounters As Drivers For Healthmentioning

confidence: 99%

“…An extensive process evaluation was conducted based on systemic action research (Burns, 2014). Even though the MEL project faced a significant number of practical challenges in terms of coordination and functionality of IT equipment, the cross-cultural encounters that took place led to very high levels of enthusiasm and learning among the pupils (Bruselius-Jensen et al, 2017b). In addition, the teachers reported gaining many new insights about educational approaches in different countries and cross-cultural teaching competences.…”

Section: Move Eat Learn: Cross-cultural Encounters As Drivers For Healthmentioning

confidence: 99%

Danish ‘add-in’ school-based health promotion: integrating health in curriculum time

Bentsen

Bonde

Schneller

et al. 2018

Health Promotion International

Self Cite

View full text Add to dashboard Cite

Summary Schools provide an important setting for health promotion and health education. In countries where health education is not a specific subject, it is typically undertaken by teachers in health-integrating subjects such as biology, home economics or physical education. More ambitious and holistic frameworks and whole school approaches such as health promoting schools have been considered best practice for the past three decades. Recently, more attention has been given to policy initiatives integrating health activities into school curriculum time. This paper discusses potentials and challenges of school-based health promotion applying an ‘add-in’ approach, that integrates health activities into teachers’ curricular obligations without taking time away from them, based on a presentation of three Danish cases. This may serve as a supplement to health promotion activities that have been initiated over and above the day-to-day teaching (add-on). We contend that an ‘add-in’ approach to school health promotion provides a potential win–win situation where both health and core education stand to gain; makes it possible to reach a wider range of schools; mobilizes additional resources for health promotion; and leads to more sustainable activities. However, potential limitations including not addressing structural aspects of health promotion and reliance on a relatively limited evidence base should also be considered.

show abstract

“…The school environment has been acknowledged as a key setting for health education (Langford et al, 2014). Traditionally, health education in schools often focused on risk behaviours and behaviour change but more recent programmes, such as PSHE, highlight the ways to maintain and promote health (Bruselius-Jensen et al, 2017). While many schools provide PSHE education, the position of PSHE education is hotly contested, and at the time of publication, PSHE education was non-statutory for state schools in England.…”

Section: Introductionmentioning

confidence: 99%

The role of school-based health education in adolescent spiritual moral, social and cultural development

Chester

Klemera

Magnusson

et al. 2019

Health Education Journal

View full text Add to dashboard Cite

Background: The broad nature of young people’s development is internationally acknowledged, which includes physical, mental, spiritual, moral and social elements. In England, schools have a legal obligation to promote spiritual, moral, social and cultural (SMSC) development. It has been suggested that personal, social, health and economic (PSHE) education, a broad form of school-based health education, may contribute to building SMSC development in young people. Objective: To examine the association between PSHE education in schools and outcomes of an SMSC nature. Method: The study drew on data collected as part of the 2014 World Health Organization Health Behaviour in School-aged Children (HBSC) study for England. Data were collected from young people aged 11, 13 and 15 years, using anonymous self-completed surveys administered during school lessons. The analysis drew on responses from 3,731 young people. Multilevel modelling was used to examine the association between PSHE education and variables of an SMSC nature, while controlling for demographic variables. Results: Overall, the majority of young people who reported receiving PSHE education were positive about the benefits of this school-based health education. Positive perceptions of PSHE education were significantly associated with increased spirituality among young people, reduced engagement in both fighting and bullying perpetration and increased general self-efficacy. Conclusion: This paper highlights the important role that health education in a school context may have for young people’s broader development, and contributes to the national evidence base advocating for compulsory PSHE education in schools.

show abstract

Cross-cultural school-based encounters as global health education

Cited by 3 publications

References 28 publications

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

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

Danish ‘add-in’ school-based health promotion: integrating health in curriculum time

The role of school-based health education in adolescent spiritual moral, social and cultural development

Contact Info

Product

Resources

About