Ahmad Haris, Naeem Rubaba, Feroze Asher, Zia Nukhba, Shakoor Amarah, Khan Uzma Rahim, Mian Asad Iqbal
Aga Khan University Hospital, Karachi, Pakistan.
BMC Pediatr. 2018 Feb 7;18(1):31. doi: 10.1186/s12887-018-0982-5.
Road traffic injuries (RTIs) commonly affect the younger population in low- and-middle-income countries. School children may be educated about road safety using storybooks with colorful pictures, which tends to increase the child's interest in the text. Therefore, this study assessed the use of bilingual pictorial storybooks to improve RTI prevention knowledge among school children.
This pretest-posttest study was conducted in eight public and nine private schools of Karachi, Pakistan, between February to May 2015. Children in grades four and five were enrolled at baseline (n = 410). The intervention was an interactive discussion about RTI prevention using a bilingual (Urdu and English) pictorial storybook. A baseline test was conducted to assess children's pre-existing knowledge about RTI prevention followed by administration of the intervention. Two posttests were conducted: first immediately after the intervention, and second after 2 months. Test scores were analyzed using McNemar test and paired sample t-test.
There were 57% girls and 55% public school students; age range 8-16 years. Compared to the overall baseline score (5.1 ± 1.4), the number of correct answers increased in both subsequent tests (5.9 ± 1.2 and 6.1 ± 1.1 respectively, p-value < 0.001). Statistically significant improvement in mean scores was observed based on gender, grades and school type over time (p-value < 0.001).
Discussions using bilingual pictorial storybooks helped primary school children in Pakistan grasp knowledge of RTI prevention. RTI education sessions may be incorporated into school curricula using storybooks as teaching tools. Potential exists to create similar models for other developing countries by translating the storybooks into local languages.
在低收入和中等收入国家，道路交通伤害（RTIs）通常影响年轻人群体。可以使用带有彩色图片的故事书对学童进行道路安全方面的教育，这往往会增加孩子对文本的兴趣。因此，本研究评估了使用双语图画故事书来提高学童预防道路交通伤害的知识。
这项前后测研究于2015年2月至5月在巴基斯坦卡拉奇的8所公立学校和9所私立学校进行。四年级和五年级的儿童在基线时入组（n = 410）。干预措施是使用双语（乌尔都语和英语）图画故事书进行关于预防道路交通伤害的互动讨论。进行基线测试以评估儿童对预防道路交通伤害的已有知识，随后实施干预措施。进行了两次后测：第一次在干预后立即进行，第二次在2个月后进行。使用McNemar检验和配对样本t检验分析测试分数。
女孩占57%，公立学校学生占55%；年龄范围为8 - 16岁。与总体基线分数（5.1±1.4）相比，在随后的两次测试中正确答案的数量均有所增加（分别为5.9±1.2和6.1±1.1，p值<0.001）。随着时间的推移，基于性别、年级和学校类型，平均分数有统计学上的显著提高（p值<0.001）。
使用双语图画故事书进行讨论有助于巴基斯坦的小学生掌握预防道路交通伤害的知识。可以将预防道路交通伤害教育课程纳入学校课程，使用故事书作为教学工具。通过将故事书翻译成当地语言，有可能为其他发展中国家创建类似的模式。
