Nagel Rollin W, Hankenhof Barbara J, Kimmel Sanford R, Saxe Jonathan M
Department of Pediatrics, Medical College of Ohio, 1015 Garden Lake Parkway, Toledo, OH 43614, USA.
J Trauma. 2003 Nov;55(5):920-3. doi: 10.1097/01.TA.0000092682.79696.FA.
Prevention is understudied in trauma care. Furthermore, the effectiveness of prevention outreach programs is not well documented. We attempted to verify that elementary school educational programs effectively create retained knowledge.
Three hundred fifty-one students (grades 1-3) viewed a bicycle safety videotape and then listened to a structured discussion of bicycle safety rules. Coded pretests were given before and identical posttests were given immediately after the session. Tests were readministered 1 month later to evaluate retained knowledge. Two hundred fifty-one students completed all three tests.
Students showed significant (p < 0.01) improvement in retained knowledge about riding with traffic, wearing a bicycle helmet, warning pedestrians when riding on sidewalks, and stopping before riding into the street.
We conclude that prevention programs are effective and result in retained knowledge. Further analysis is recommended to evaluate retained knowledge at greater intervals after the original education.
创伤护理中的预防措施研究不足。此外，预防推广项目的有效性也缺乏充分记录。我们试图验证小学教育项目是否能有效地使知识得以留存。
351名1至3年级学生观看了一段自行车安全录像带，随后聆听了关于自行车安全规则的结构化讨论。在课程开始前进行了编码前测，课程结束后立即进行了相同的后测。1个月后再次进行测试以评估知识留存情况。251名学生完成了所有三项测试。
学生在关于与车流同向骑行、佩戴自行车头盔、在人行道骑行时警示行人以及在驶入街道前停车等方面的知识留存上有显著（p < 0.01）提高。
我们得出结论，预防项目是有效的，且能使知识得以留存。建议进一步分析以评估在最初教育后更长时间间隔的知识留存情况。
