Zare Hamide, Niknami Shamsaddin, Heidarnia Alireza, Fallah Mohamad Hossein
Department of Health Education,Tarbiat Modares University, Tehran, Iran.
Department of Psychology, Islamic Azad University, Yazd, Iran.
Health Promot Perspect. 2018 Oct 27;8(4):308-314. doi: 10.15171/hpp.2018.44. eCollection 2018.
Child pedestrian injury is a global public health concern. Our aim in the present study was to investigate the effects of active learning-based educational intervention on street-crossing behavior among male primary school students in Mehriz county, Iran. In this randomized controlled trial, 90 first grade elementary school students(experiment = 50, control group = 48) participated. The "ASSURE Model" was applied to design the template of this active learning-based educational program, which was implemented for the experiment group in eight sessions. Behaviors of the students about ''looking for vehicles on the street'', "being cautious of dangers'' and ''crossing from safe places'' were observed and documented in actual traffic environments before, 1 week, and 6 months after intervention. One week and 6 months after the intervention, the experiment group's performance in all 3 behaviors were significantly improved (P < 0.001). Distraction-adjusted differences in the mean scores of behaviors between the experiment (Mean = 2.62) and control (Mean = 3.19)groups before and 6 months after intervention (Mean in experiment groups = 6.3, Mean in control group = 4.24) were also statistically significant (P < 0.001). Our educational intervention was found to be helpful in promoting the street crossing behaviors of primary school-aged children. School healthcare professionals may apply active learning education as the core category of their interventional programs to promote street-crossing behaviors among primary school students.
儿童行人受伤是一个全球性的公共卫生问题。我们在本研究中的目的是调查基于主动学习的教育干预对伊朗梅赫里兹县小学男生过马路行为的影响。在这项随机对照试验中，90名一年级小学生（实验组 = 50名，对照组 = 48名）参与其中。“ASSURE模型”被用于设计这个基于主动学习的教育项目的模板，该项目在八个课时中对实验组实施。在干预前、干预后1周和6个月，在实际交通环境中观察并记录学生们关于“在街上寻找车辆”“警惕危险”和“从安全地点过马路”的行为。干预后1周和6个月，实验组在所有这三种行为上的表现都有显著改善（P < 0.001）。干预前和干预后6个月，实验组（均值 = 2.62）和对照组（均值 = 3.19）之间行为平均得分的分心调整差异也具有统计学意义（P < 0.001）。我们的教育干预被发现有助于促进小学适龄儿童的过马路行为。学校保健专业人员可以将主动学习教育作为其干预项目的核心类别，以促进小学生的过马路行为。
