Manno Mariann, Rook Allison, Yano-Litwin Amanda, Maranda Louise, Burr Andrew, Hirsh Michael
Division of Pediatric Emergency Medicine/Department of Pediatrics, UMassMemorial Children's Medical Center, Worcester, Massachusetts, USA.
J Trauma. 2011 Nov;71(5 Suppl 2):S505-10. doi: 10.1097/TA.0b013e31823a49bc.
To assess the effectiveness of a mobile injury prevention vehicle (mobile safety street [MSS]) with a hands-on curriculum on instruction and retention of safety knowledge compared with traditional classroom safety curriculum among grade 5 elementary school children.
Grade 5 students (n = 1,692) were asked to participate in the study as either the intervention group (MSS experience) or the comparison group (traditional classroom safety curriculum). Each student in the intervention group was asked to complete a series of three surveys. The first survey was given before the MSS visit (Fall 2009), the second immediately following the MSS visit (Fall 2009), and a third given 6 months after the MSS visit (Spring 2010) to measure knowledge retention. Students in the comparison group were asked to complete two surveys. The first survey was given at the same time as the intervention group (Fall 2009) and the second was given after the completion of the traditional classroom safety curriculum (Spring 2010).
Students scored on average 5.67 of 10 (5.56-5.80) before any safety instruction was given. After MSS instruction, mean scores showed a significant increase to 7.43 of 10 (7.16-7.71). Such increase was still measurable 6 months after the intervention 7.34 (7.04-7.66). The comparison group saw a significant increase in their mean scores 6.48 (6.10-6.89), but the increase was much smaller than the intervention group.
Community-based injury prevention programs are essential to reducing preventable injury and deaths from trauma. This study demonstrates that a hands-on program is more effective than traditional methods for providing safety knowledge.
评估配备实践课程的移动伤害预防车辆（移动安全街道[MSS]）与传统课堂安全课程相比，在五年级小学生中传授和保留安全知识的有效性。
五年级学生（n = 1692）被邀请作为干预组（体验MSS）或对照组（传统课堂安全课程）参与研究。干预组的每个学生都要完成一系列三项调查。第一次调查在MSS访问前（2009年秋季）进行，第二次在MSS访问后立即进行（2009年秋季），第三次在MSS访问6个月后进行（2010年春季），以测量知识保留情况。对照组的学生要完成两项调查。第一次调查与干预组同时进行（2009年秋季），第二次在传统课堂安全课程结束后进行（2010年春季）。
在未进行任何安全指导之前，学生的平均得分为10分中的5.67分（5.56 - 5.80）。经过MSS指导后，平均得分显著提高到10分中的7.43分（7.16 - 7.71）。在干预6个月后，这种提高仍然可测，为7.34分（7.04 - 7.66）。对照组的平均得分显著提高到6.48分（6.10 - 6.89），但提高幅度远小于干预组。
基于社区的伤害预防项目对于减少可预防伤害和创伤死亡至关重要。本研究表明，实践项目在提供安全知识方面比传统方法更有效。
