BACKGROUND: Teaching of health and medical concepts in the K-12 curriculum may help improve health literacy. PURPOSE: The purpose of this project was to determine acceptability and preliminary efficacy of pilot implementation of a health literacy curriculum using brief clips from a popular television program. METHODS: Participants included 55 ninth-grade students in a low-income school with a high proportion of minority students. The curriculum used three brief interspersed segments from the television show ER to teach basic topics in cardiology. After the 30-minute experimental curriculum, students completed open-ended surveys which were coded qualitatively. RESULT: The most common codes described "enjoyment" (N=28), "acquisition of new knowledge" (N=28), "informative" (N=15), "interesting" (N=12), and "TV/video" (N=10). We found on average 2.9 examples of medical content per participant. Of the 26 spontaneously-generated verifiable statements, 24 (92.3%) were judged as accurate by two independent coders (κ=0.70, P=.0002). DISCUSSION: Use of brief segments of video material contributed to the acceptability of health education curricula without detracting from students' acquisition of accurate information. TRANSLATION TO HEALTH EDUCATION PRACTICE: Health education practitioners may wish to include brief clips from popular programming to motivate students and provide context for health-related lessons.
BACKGROUND: Teaching of health and medical concepts in the K-12 curriculum may help improve health literacy. PURPOSE: The purpose of this project was to determine acceptability and preliminary efficacy of pilot implementation of a health literacy curriculum using brief clips from a popular television program. METHODS:Participants included 55 ninth-grade students in a low-income school with a high proportion of minority students. The curriculum used three brief interspersed segments from the television show ER to teach basic topics in cardiology. After the 30-minute experimental curriculum, students completed open-ended surveys which were coded qualitatively. RESULT: The most common codes described "enjoyment" (N=28), "acquisition of new knowledge" (N=28), "informative" (N=15), "interesting" (N=12), and "TV/video" (N=10). We found on average 2.9 examples of medical content per participant. Of the 26 spontaneously-generated verifiable statements, 24 (92.3%) were judged as accurate by two independent coders (κ=0.70, P=.0002). DISCUSSION: Use of brief segments of video material contributed to the acceptability of health education curricula without detracting from students' acquisition of accurate information. TRANSLATION TO HEALTH EDUCATION PRACTICE: Health education practitioners may wish to include brief clips from popular programming to motivate students and provide context for health-related lessons.
Authors: David W Baker; Julie A Gazmararian; Mark V Williams; Tracy Scott; Ruth M Parker; Diane Green; Junling Ren; Jennifer Peel Journal: Am J Public Health Date: 2002-08 Impact factor: 9.308
Authors: Dean Schillinger; Kevin Grumbach; John Piette; Frances Wang; Dennis Osmond; Carolyn Daher; Jorge Palacios; Gabriela Diaz Sullivan; Andrew B Bindman Journal: JAMA Date: 2002 Jul 24-31 Impact factor: 56.272