Prioritisation of Informed Health Choices (IHC) key concepts to be included in lower secondary school resources: A consensus study.

Autor: Agaba JJ; National Curriculum Development Centre, Kampala, Uganda., Chesire F; Tropical Institute of Community Health and Development in Africa, Kisumu, Kenya.; Institute of Health and Society, University of Oslo, Oslo, Norway., Mugisha M; Institute of Health and Society, University of Oslo, Oslo, Norway.; School of Public Health, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda., Nandi P; Huma Girls Secondary School, Kisumu, Kenya., Njue J; Kenya Institute of Curriculum Development, Nairobi, Kenya., Nsangi A; Department of Medicine, Makerere University College of Health Sciences, Kampala, Uganda., Nsengimana V; College of Education, University of Rwanda, Kigali, Rwanda.; Centre of Excellence in Biodiversity and Natural Resource Management, University of Rwanda, Kigali, Rwanda.; Natural Resource Management, College of Science and Technology, University of Rwanda, Kigali, Rwanda., Oyuga C; Kenya Institute of Curriculum Development, Nairobi, Kenya., Rutiyomba F; Rwanda Education Board, Kigali, Rwanda., Semakula D; Department of Medicine, Makerere University College of Health Sciences, Kampala, Uganda., Ssenyonga R; Institute of Health and Society, University of Oslo, Oslo, Norway.; Department of Medicine, Makerere University College of Health Sciences, Kampala, Uganda., Uwimana I; Rwanda Education Board, Kigali, Rwanda., Oxman AD; Centre for Epidemic Interventions Research, Norwegian Institute of Public Health, Oslo, Norway.
Jazyk: angličtina
Zdroj: PloS one [PLoS One] 2023 Apr 07; Vol. 18 (4), pp. e0267422. Date of Electronic Publication: 2023 Apr 07 (Print Publication: 2023).
DOI: 10.1371/journal.pone.0267422
Abstrakt: Background: The Informed Health Choices Key Concepts are principles for thinking critically about healthcare claims and deciding what to do. The Key Concepts provide a framework for designing curricula, learning resources, and evaluation tools.
Objectives: To prioritise which of the 49 Key Concepts to include in resources for lower secondary schools in East Africa.
Methods: Twelve judges used an iterative process to reach a consensus. The judges were curriculum specialists, teachers, and researchers from Kenya, Uganda, and Rwanda. After familiarising themselves with the concepts, they pilot-tested draft criteria for selecting and ordering the concepts. After agreeing on the criteria, nine judges independently assessed all 49 concepts and reached an initial consensus. We sought feedback on the draft consensus from other stakeholders, including teachers. After considering the feedback, nine judges independently reassessed the prioritised concepts and reached a consensus. The final set of concepts was determined after user-testing prototypes and pilot-testing the resources.
Results: The first panel of judges prioritised 29 concepts. Based on feedback from teachers, students, curriculum specialists, and members of the research team, two concepts were dropped. A second panel of nine judges prioritised 17 of the 27 concepts that emerged from the initial prioritisation and feedback. Based on feedback on prototypes of lessons and pilot-testing a set of 10 lessons, we determined that it was possible to introduce nine concepts in 10 single-period (40-minute) lessons. We included eight of the 17 prioritised concepts and one additional concept.
Conclusion: Using an iterative process with explicit criteria, we prioritised nine concepts as a starting point for students to learn to think critically about healthcare claims and choices.
Competing Interests: The authors have declared that no competing interests exist.
(Copyright: © 2023 Agaba et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)
Databáze: MEDLINE
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