Michael Mugisha1,2, Anne Marie Uwitonze2, Faith Chesire1,3, Ronald Senyonga1,4, Matt Oxman5,6, Allen Nsangi4, Daniel Semakula4, Margaret Kaseje3, Simon Lewin5,7, Nelson Sewankambo4, Laetitia Nyirazinyoye2, Andrew D Oxman5, Sarah Rosenbaum5. 1. Institute of Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway. 2. School of Public Health, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda. 3. Tropical Institute of Community Health and Development, Kisumu, Kenya. 4. Department of Medicine, Makerere University, College of Health Sciences, Kampala, Uganda. 5. Centre for Informed Health Choices, Norwegian Institute of Public Health, Oslo, Norway. 6. Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway. 7. Health Systems Research Unit, South African Medical Research Council, Cape Town, South Africa.
Abstract
INTRODUCTION: Adolescents encounter misleading claims about health interventions that can affect their health. Young people need to develop critical thinking skills to enable them to verify health claims and make informed choices. Schools could teach these important life skills, but educators need access to suitable learning resources that are aligned with their curriculum. The overall objective of this context analysis was to explore conditions for teaching critical thinking about health interventions using digital technology to lower secondary school students in Rwanda. METHODS: We undertook a qualitative descriptive study using four methods: document review, key informant interviews, focus group discussions, and observations. We reviewed 29 documents related to the national curriculum and ICT conditions in secondary schools. We conducted 8 interviews and 5 focus group discussions with students, teachers, and policy makers. We observed ICT conditions and use in five schools. We analysed the data using a framework analysis approach. RESULTS: Two major themes found. The first was demand for teaching critical thinking about health. The current curriculum explicitly aims to develop critical thinking competences in students. Critical thinking and health topics are taught across subjects. But understanding and teaching of critical thinking varies among teachers, and critical thinking about health is not being taught. The second theme was the current and expected ICT conditions. Most public schools have computers, projectors, and internet connectivity. However, use of ICT in teaching is limited, due in part to low computer to student ratios. CONCLUSIONS: There is a need for learning resources to develop critical thinking skills generally and critical thinking about health specifically. Such skills could be taught within the existing curriculum using available ICT technologies. Digital resources for teaching critical thinking about health should be designed so that they can be used flexibly across subjects and easily by teachers and students.
INTRODUCTION: Adolescents encounter misleading claims about health interventions that can affect their health. Young people need to develop critical thinking skills to enable them to verify health claims and make informed choices. Schools could teach these important life skills, but educators need access to suitable learning resources that are aligned with their curriculum. The overall objective of this context analysis was to explore conditions for teaching critical thinking about health interventions using digital technology to lower secondary school students in Rwanda. METHODS: We undertook a qualitative descriptive study using four methods: document review, key informant interviews, focus group discussions, and observations. We reviewed 29 documents related to the national curriculum and ICT conditions in secondary schools. We conducted 8 interviews and 5 focus group discussions with students, teachers, and policy makers. We observed ICT conditions and use in five schools. We analysed the data using a framework analysis approach. RESULTS: Two major themes found. The first was demand for teaching critical thinking about health. The current curriculum explicitly aims to develop critical thinking competences in students. Critical thinking and health topics are taught across subjects. But understanding and teaching of critical thinking varies among teachers, and critical thinking about health is not being taught. The second theme was the current and expected ICT conditions. Most public schools have computers, projectors, and internet connectivity. However, use of ICT in teaching is limited, due in part to low computer to student ratios. CONCLUSIONS: There is a need for learning resources to develop critical thinking skills generally and critical thinking about health specifically. Such skills could be taught within the existing curriculum using available ICT technologies. Digital resources for teaching critical thinking about health should be designed so that they can be used flexibly across subjects and easily by teachers and students.
Authors: Nancy D Berkman; Stacey L Sheridan; Katrina E Donahue; David J Halpern; Karen Crotty Journal: Ann Intern Med Date: 2011-07-19 Impact factor: 25.391
Authors: Allen Nsangi; Daniel Semakula; Claire Glenton; Simon Lewin; Andrew D Oxman; Matt Oxman; Sarah Rosenbaum; Astrid Dahlgren; Laetitia Nyirazinyoye; Margaret Kaseje; Christopher James Rose; Atle Fretheim; Nelson K Sewankambo Journal: BMJ Open Date: 2019-09-11 Impact factor: 2.692
Authors: Allen Nsangi; Daniel Semakula; Sarah E Rosenbaum; Andrew David Oxman; Matt Oxman; Angela Morelli; Astrid Austvoll-Dahlgren; Margaret Kaseje; Michael Mugisha; Anne-Marie Uwitonze; Claire Glenton; Simon Lewin; Atle Fretheim; Nelson Kaulukusi Sewankambo Journal: Pilot Feasibility Stud Date: 2020-02-10
Authors: Allen Nsangi; Daniel Semakula; Andrew D Oxman; Astrid Austvoll-Dahlgren; Matt Oxman; Sarah Rosenbaum; Angela Morelli; Claire Glenton; Simon Lewin; Margaret Kaseje; Iain Chalmers; Atle Fretheim; Yunpeng Ding; Nelson K Sewankambo Journal: Trials Date: 2020-01-06 Impact factor: 2.279
Authors: Faith Chesire; Marlyn Ochieng; Michael Mugisha; Ronald Ssenyonga; Matt Oxman; Allen Nsangi; Daniel Semakula; Laetitia Nyirazinyoye; Simon Lewin; Nelson K Sewankambo; Margaret Kaseje; Andrew D Oxman; Sarah Rosenbaum Journal: Pilot Feasibility Stud Date: 2022-10-06
Authors: Ronald Ssenyonga; Nelson K Sewankambo; Solomon Kevin Mugagga; Esther Nakyejwe; Faith Chesire; Michael Mugisha; Allen Nsangi; Daniel Semakula; Matt Oxman; Laetitia Nyirazinyoye; Simon Lewin; Margaret Kaseje; Andrew D Oxman; Sarah Rosenbaum Journal: PLoS One Date: 2022-02-02 Impact factor: 3.240