Klas Karla S, Vlahos Peter G, McCully Michael J, Piche David R, Wang Stewart C
From the Trauma Burn Center, University of Michigan Health System, Ann Arbor, and Bloomfield Township Fire Department, Michigan.
J Burn Care Res. 2015 May-Jun;36(3):387-93. doi: 10.1097/BCR.0000000000000151.
Validation of program effectiveness is essential in justifying school-based injury prevention education. Although Risk Watch (RW) targets burn, fire, and life safety, its effectiveness has not been previously evaluated in the medical literature. Between 2007 and 2012, a trained fire service public educator (FSPE) taught RW to all second grade students in one public school district. The curriculum was delivered in 30-minute segments for 9 consecutive weeks via presentations, a safety smoke house trailer, a model-sized hazard house, a student workbook, and parent letters. A written pre-test (PT) was given before RW started, a post-test (PT#1) was given immediately after RW, and a second post-test (PT#2) was administered to the same students the following school year (ranging from 12 to 13 months after PT). Students who did not complete the PT or at least one post-test were excluded. Comparisons were made by paired t-test, analysis of variance, and regression analysis. After 183 (8.7%) were excluded for missing tests, 1,926 remaining students scored significantly higher (P = .0001) on PT#1 (mean 14.8) and PT#2 (mean 14.7) than the PT (mean 12.1). There was 1 FSPE and 36 school teachers with class size ranging from 10 to 27 (mean 21.4). Class size was not predictive of test score improvement (R = 0%), while analysis of variance showed that individual teachers trended toward some influence. This 6-year prospective study demonstrated that the RW program delivered by an FSPE effectively increased short-term knowledge and long-term retention of fire/life safety in early elementary students. Collaborative partnerships are critical to preserving community injury prevention education programs.
验证项目有效性对于证明以学校为基础的伤害预防教育的合理性至关重要。尽管“风险观察”（RW）针对烧伤、火灾和生命安全，但此前医学文献中尚未对其有效性进行评估。2007年至2012年期间，一名训练有素的消防公共教育工作者（FSPE）在一个公立学区向所有二年级学生讲授“风险观察”。该课程通过演示、一个安全烟雾屋拖车、一个模型大小的危险房屋、一本学生练习册和家长信件，以30分钟的时段连续9周进行授课。在“风险观察”课程开始前进行了书面预测试（PT），课程结束后立即进行了后测试（PT#1），并在接下来的学年（PT后12至13个月）对同一批学生进行了第二次后测试（PT#2）。未完成预测试或至少一次后测试的学生被排除在外。通过配对t检验、方差分析和回归分析进行比较。在因未参加测试而排除183名学生（8.7%）后，其余1926名学生在PT#1（平均14.8分）和PT#2（平均14.7分）上的得分显著高于预测试（平均12.1分）（P = 0.0001）。有1名FSPE和36名学校教师，班级规模从10人到27人不等（平均21.4人）。班级规模不能预测测试成绩的提高（R = 0%），而方差分析表明个别教师有一定影响趋势。这项为期6年的前瞻性研究表明，由FSPE实施的“风险观察”项目有效地提高了小学生对火灾/生命安全的短期知识和长期记忆。合作伙伴关系对于维护社区伤害预防教育项目至关重要。
