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Evaluation of the Impact of Different Types of Health Education on the Adoption and Preservation of Prohealth Attitudes in Preventing Cancer in Juveniles Younger than 18 Years.

Adamowicz K, Zalewska M, Majkowicz M, Zaucha JM - J Cancer Educ (2015)

Bottom Line: The effects of education were assessed 1 month and 1 year after education.After education, both increased compared with the control group.The most effective method of education was a discussion and a lecture by means of teaching complex.

View Article: PubMed Central - PubMed

Affiliation: Regional Oncology Centre in Gdańsk, Gdańsk, Pomorskie, Poland.

ABSTRACT
Reduction in the incidence of cancer can be achieved through appropriate health behaviors. We hypothesized that education would improve knowledge of cancer prevention, and this, in turn, will affect and individual's readiness to modify lifestyle. The aim of this study was to assess the impact of cancer prevention education on adopting and preserving prohealth attitudes among high school students in Poland. Research participants were 307 high school students varying by gender, place of residence, parents' education, and type of school education. Participants were divided into five groups, of which four were educated using different methods according to classification methods based on the concept of multilateral learning. The fifth (control) group was not educated. The effects of education were assessed 1 month and 1 year after education. General knowledge about cancer and healthy lifestyle level before education was low. After education, both increased compared with the control group. There was a clear relationship between level of knowledge and readiness to adopt and healthy attitudes and behavior. The most effective method of education was a discussion and a lecture by means of teaching complex. Education significantly improved generally low knowledge about cancer and healthy lifestyle in high school students. This indicates the urgent need to implement such educational programs.

No MeSH data available.


Related in: MedlinePlus

Growth in cancer knowledge in each group in relation to average results before education prograqm. Results are smallest to largest priorities. The most effective method of education was the complex method: line no 5
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Fig1: Growth in cancer knowledge in each group in relation to average results before education prograqm. Results are smallest to largest priorities. The most effective method of education was the complex method: line no 5

Mentions: The 33 Student’s t tests performed on raw data before and 8 weeks after the education for response pairs (n = 244) demonstrated a statistically significant increase in the level of knowledge in all three thematic groups analyzed (p < 0.01). A year after the education, a re-examination (n = 234) demonstrated a statistically significant increase in the level of knowledge (p < 0.01). Eight weeks after education, each type of education brought a benefit, calculated as the average score at the survey after education, in relation to the score prior to education, and in relation to the control group (Table 2). A year after the education, not every kind of education brought a benefit, calculated as the average score at the survey after the education, compared with the score before education and to the control group. The biggest benefit was observed in the group educated using complex teaching means (method 2), the lowest in the group educated using the method of valorization (method 4) (Fig. 1). In the groups educated with methods 1 and 2, the effect of education remained after 1 year). Results obtained in method 2 were significantly better compared with all other groups (p < 0.05; methods 1, 3, 4), to the results before education (p < 0.01), and to the control group (p < 0.01). In the case of method 3, the increased level of knowledge assessed 2 months after education was lower compared with the groups educated by method 1 or method 2. More importantly, the effect of education that remained 1 year after education decreased by almost a half. The worst results were obtained using method 4, which 8 weeks after education obtained the lowest score of all groups (72.93), although overall results were higher than in the control group. In the noneducated control group, the level of knowledge did not change: 1-year later, results remained lower than in the other groups.Table 2


Evaluation of the Impact of Different Types of Health Education on the Adoption and Preservation of Prohealth Attitudes in Preventing Cancer in Juveniles Younger than 18 Years.

Adamowicz K, Zalewska M, Majkowicz M, Zaucha JM - J Cancer Educ (2015)

Growth in cancer knowledge in each group in relation to average results before education prograqm. Results are smallest to largest priorities. The most effective method of education was the complex method: line no 5
© Copyright Policy - OpenAccess
Related In: Results  -  Collection

Show All Figures
getmorefigures.php?uid=PMC4562988&req=5

Fig1: Growth in cancer knowledge in each group in relation to average results before education prograqm. Results are smallest to largest priorities. The most effective method of education was the complex method: line no 5
Mentions: The 33 Student’s t tests performed on raw data before and 8 weeks after the education for response pairs (n = 244) demonstrated a statistically significant increase in the level of knowledge in all three thematic groups analyzed (p < 0.01). A year after the education, a re-examination (n = 234) demonstrated a statistically significant increase in the level of knowledge (p < 0.01). Eight weeks after education, each type of education brought a benefit, calculated as the average score at the survey after education, in relation to the score prior to education, and in relation to the control group (Table 2). A year after the education, not every kind of education brought a benefit, calculated as the average score at the survey after the education, compared with the score before education and to the control group. The biggest benefit was observed in the group educated using complex teaching means (method 2), the lowest in the group educated using the method of valorization (method 4) (Fig. 1). In the groups educated with methods 1 and 2, the effect of education remained after 1 year). Results obtained in method 2 were significantly better compared with all other groups (p < 0.05; methods 1, 3, 4), to the results before education (p < 0.01), and to the control group (p < 0.01). In the case of method 3, the increased level of knowledge assessed 2 months after education was lower compared with the groups educated by method 1 or method 2. More importantly, the effect of education that remained 1 year after education decreased by almost a half. The worst results were obtained using method 4, which 8 weeks after education obtained the lowest score of all groups (72.93), although overall results were higher than in the control group. In the noneducated control group, the level of knowledge did not change: 1-year later, results remained lower than in the other groups.Table 2

Bottom Line: The effects of education were assessed 1 month and 1 year after education.After education, both increased compared with the control group.The most effective method of education was a discussion and a lecture by means of teaching complex.

View Article: PubMed Central - PubMed

Affiliation: Regional Oncology Centre in Gdańsk, Gdańsk, Pomorskie, Poland.

ABSTRACT
Reduction in the incidence of cancer can be achieved through appropriate health behaviors. We hypothesized that education would improve knowledge of cancer prevention, and this, in turn, will affect and individual's readiness to modify lifestyle. The aim of this study was to assess the impact of cancer prevention education on adopting and preserving prohealth attitudes among high school students in Poland. Research participants were 307 high school students varying by gender, place of residence, parents' education, and type of school education. Participants were divided into five groups, of which four were educated using different methods according to classification methods based on the concept of multilateral learning. The fifth (control) group was not educated. The effects of education were assessed 1 month and 1 year after education. General knowledge about cancer and healthy lifestyle level before education was low. After education, both increased compared with the control group. There was a clear relationship between level of knowledge and readiness to adopt and healthy attitudes and behavior. The most effective method of education was a discussion and a lecture by means of teaching complex. Education significantly improved generally low knowledge about cancer and healthy lifestyle in high school students. This indicates the urgent need to implement such educational programs.

No MeSH data available.


Related in: MedlinePlus