Process Evaluation of Teaching Critical Thinking About Health Using the Informed Health Choices Intervention in...

Area of Science:

• Health Professions Education
• Public Health
• Educational Psychology

Background:

• The Informed Health Choices (IHC) intervention was developed to enhance students' critical appraisal of health treatment claims.
• A process evaluation was conducted alongside a randomized trial in Uganda to assess implementation factors and potential effects.

Purpose of the Study:

• To evaluate the effectiveness of the IHC intervention in improving secondary school students' ability to assess trustworthiness of health claims.
• To identify factors influencing the intervention's implementation, fidelity, and scalability in Uganda.
• To explore potential adverse and beneficial effects of the intervention.

Main Methods:

• Mixed-methods approach including lesson observations, teacher training evaluations, student and parent focus groups, and key informant interviews.
• Framework analysis was employed for data analysis.
• Data collected from 40 intervention schools, including policymakers, teachers, head teachers, and parents.

Main Results:

• Participants found the IHC intervention necessary, important, and timely.
• Students were engaged by content relevant to daily life and health decisions.
• Teachers reported increased confidence in delivering the lessons, and students showed clear understanding and application of the material.
• The intervention enhanced critical thinking, communication, and problem-solving competencies for both students and teachers.

Conclusions:

• The process evaluation findings align with trial results, confirming the intervention's positive impact on students' critical thinking skills.
• IHC resources empowered teachers to effectively impart critical thinking competencies.