One‑year follow‑up effects of the informed health choices secondary school intervention on students’ ability to think critically about health in Uganda: a cluster randomized trial

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dc.contributor.authorSsenyonga, Ronald
dc.contributor.authorOxman, Andrew D.
dc.contributor.authorNakyejwe, Esther
dc.contributor.authorChesire, Faith
dc.contributor.authorMugisha, Michael
dc.contributor.authorNsangi, Allen
dc.contributor.authorOxman, Matt
dc.contributor.authorRose, Christopher James
dc.contributor.authorRosenbaum, Sarah E.
dc.contributor.authorMoberg, Jenny
dc.contributor.authorKaseje, Margaret
dc.contributor.authorNyirazinyoye, Laetitia
dc.contributor.authorDahlgren, Astrid
dc.contributor.authorLewin, Simon
dc.contributor.authorSewankambo, Nelson K.
dc.date.accessioned2025-02-28T12:46:48Z
dc.date.available2025-02-28T12:46:48Z
dc.date.issued2025-02-26
dc.description.abstractIntroduction: We assessed the effects of the Informed Health Choices (IHC) secondary school intervention on students’ ability to think critically about choices 1 year after the intervention. Methods: We randomized eighty secondary schools to the intervention or control (usual curriculum). The schools were randomly selected from the central region of Uganda and included rural and urban, government, and privately-owned schools. One randomly selected class of year-2 students (ages 14–17) from each school participated in the trial. The intervention included a 2-day teacher training workshop, 10 lessons accessed online by teachers and delivered in classrooms during one school term (May–August 2022). The lessons addressed nine prioritized IHC concepts. We used two multiple-choice questions for each concept to evaluate the students’ ability to think critically about choices at both the end of the school term and again after 1 year. The primary outcome was the proportion of students with a passing score (≥ 9 of 18 questions answered correctly) on the “Critical Thinking about Health” (CTH) test. Results: After 1-year, 71% (1749/2477) of the students in the intervention schools and 71% (1684/2376) of the students in the control schools completed the CTH test. In the intervention schools, 53% (934/1749) of students who completed the test had a passing score compared to 33% (557/1684) of students in the control schools (adjusted difference 22%, 95% CI 16–28). Conclusions: The effect of the IHC secondary school intervention on students’ ability to assess health-related claims was largely sustained for at least 1 year. Trial registration: Pan African Clinical Trial Registry PACTR202204861458660. Registered on 4 April 2022.
dc.description.sponsorshipThis work was funded by the Research Council of Norway, Project number 284683, grant no:69006.
dc.identifier.citationSsenyonga, R., Oxman, A. D., Nakyejwe, E., Chesire, F., Mugisha, M., Nsangi, A., ... & Sewankambo, N. K. (2025). One-year follow-up effects of the informed health choices secondary school intervention on students’ ability to think critically about health in Uganda: a cluster randomized trial. Trials, 26(1), 1-11. https://doi.org/10.1186/s13063-024-08607-7
dc.identifier.issn1745-6215
dc.identifier.urihttps://dir.muni.ac.ug/handle/20.500.12260/728
dc.language.isoen
dc.publisherSpringer Nature
dc.subjectCritical thinking
dc.subjectRandomized trial
dc.subjectCritical health literacy
dc.subjectSecondary school
dc.subjectTeaching and learning resources
dc.titleOne‑year follow‑up effects of the informed health choices secondary school intervention on students’ ability to think critically about health in Uganda: a cluster randomized trial
dc.typeArticle

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