Informed Health Choices Primary School Resources
A textbook and a teachers’ guide for 10 to 12-year-olds. The textbook includes a comic, exercises and classroom activities.Key Concepts addressed:
- 1-1 治療は害を及ぼすことがある
- 1-2 体験談は信憑性のないエビデンス
- 1-4 一般的な治療が必ずしもエビデンスに基づいたものとは限らない
- 1-5 新しい治療法が必ずしも優れているとは限らない
- 1-6 専門家の意見が必ずしも正しいとは限らない
- 1-7 利益相反に気を付けること
- 2-1 治療効果を特定するためには比較が必要です
- 2-2 比較群は同等でなければなりません
- 2-5 自分がどの治療を受けたのかを知るべきではありません
- 2-12 サブグループ解析は誤解を招く可能性があります
These resources are designed for late primary school children (10 to 12 year olds). We are currently evaluating the effects of these resources in Uganda. We have randomly allocated half of 120 schools (over 15,000 fifth-grade students) to receive the resources. We will compare the ability of the children in those schools to apply 12 Key Concepts to the ability of the children in the other schools.
The Health Choices Book
This textbook for primary school children (10 to 12 year olds) includes a comic story that introduces and explains 12 Key Concepts, instructions for classroom activities, exercises, a list of key messages, and a glossary.
Chapter 2: Personal experiences
This is an animated version of Chapter 2 of the Health Choices Book.
This guide includes lesson plans and other resources to help teachers using The Health Choices Book.
This includes the exercises from The Health Choices Book.
This poster with the key messages from The Health Choices Book is a checklist for applying the 12 Key Concepts and a reminder of the most important messages in the book.
Think Carefully about Treatments
Song credits: Informed Health Choices team & Swangs Avenue
The lyrics of this song are another reminder of the key messages in the book.
The Informed Health Choices (IHC) primary school resources include a textbook and a teachers’ guide. We developed the resources iteratively between 2013 and 2015, using user-centred design. We began by identifying Key Concepts that people need to understand and apply to be able to assess treatment claims and make informed healthcare choices. We then determined that 24 of those concepts are relevant to primary school children.
Based on the findings of pilot testing, we reduced the number of concepts addressed in the resources to 12 concepts, with the intention of developing additional resources in the future to introduce new concepts and reinforce understanding of those concepts. This approach is consistent with the principles of a spiral curriculum.
We designed the resources to be taught over a period of nine weeks, with one double lesson per week during a single term and one hour for completing a test. There are three school terms per year in Ugandan primary schools, with school terms ranging between 12 and 14 weeks per term, and lessons are taught in 40 minute periods.