Nsangi Allen, Semakula Daniel, Rosenbaum Sarah E, Oxman Andrew David, Oxman Matt, Morelli Angela, Austvoll-Dahlgren Astrid, Kaseje Margaret, Mugisha Michael, Uwitonze Anne-Marie, Glenton Claire, Lewin Simon, Fretheim Atle, Sewankambo Nelson Kaulukusi
1College of Health Sciences, Makerere University, Kampala, Uganda.
2University of Oslo, Oslo, Norway.
Pilot Feasibility Stud. 2020 Feb 10;6:18. doi: 10.1186/s40814-020-00565-6. eCollection 2020.
People of all ages are flooded with health claims about treatment effects (benefits and harms of treatments). Many of these are not reliable, and many people lack skills to assess their reliability. Primary school is the ideal time to begin to teach these skills, to lay a foundation for continued learning and enable children to make well-informed health choices, as they grow older. However, these skills are rarely being taught and yet there are no rigorously developed and evaluated resources for teaching these skills.
To develop the Informed Health Choices (IHC) resources (for learning and teaching people to assess claims about the effects of treatments) for primary school children and teachers.
We prototyped, piloted, and user-tested resources in four settings that included Uganda, Kenya, Rwanda, and Norway. We employed a user-centred approach to designing IHC resources which entailed multiple iterative cycles of development (determining content scope, generating ideas, prototyping, testing, analysing and refining) based on continuous close collaboration with teachers and children.
We identified 24 Key Concepts that are important for children to learn. We developed a comic book and a separate exercise book to introduce and explain the Key Concepts to the children, combining lessons with exercises and classroom activities. We developed a teachers' guide to supplement the resources for children.
By employing a user-centred approach to designing resources to teach primary children to think critically about treatment claims and choices, we developed learning resources that end users experienced as useful, easy to use and well-suited to use in diverse classroom settings.
各个年龄段的人们都充斥着关于治疗效果（治疗的益处和危害）的健康声明。其中许多并不可靠，而且许多人缺乏评估其可靠性的技能。小学是开始教授这些技能的理想时机，为持续学习奠定基础，并使孩子们在成长过程中能够做出明智的健康选择。然而，这些技能很少被教授，而且目前还没有经过严格开发和评估的教授这些技能的资源。
为小学生和教师开发“明智健康选择”（IHC）资源（用于学习和教导人们评估关于治疗效果的声明）。
我们在乌干达、肯尼亚、卢旺达和挪威这四个地区对资源进行了原型设计、试点测试和用户测试。我们采用以用户为中心的方法来设计IHC资源，这需要基于与教师和儿童的持续密切合作，进行多个迭代开发周期（确定内容范围、产生想法、制作原型、测试、分析和完善）。
我们确定了24个对儿童学习很重要的关键概念。我们编写了一本漫画书和一本单独的练习册，向孩子们介绍和解释这些关键概念，将课程与练习及课堂活动相结合。我们还编写了一本教师指南，以补充面向儿童的资源。
通过采用以用户为中心的方法来设计资源，教导小学生批判性地思考治疗声明和选择，我们开发出了终端用户认为有用、易于使用且非常适合在不同课堂环境中使用的学习资源。
