School-based one health education shapes young minds and households to prevent zoonoses: A comparison of four teaching strategies.
Structured school-based health education can significantly improve students' knowledge about zoonotic diseases, particularly through engaging methods like board games.
Where it sits
this study against the rest of the melanotan i (mt-i) corpusSummary and findings
This study evaluated the efficacy of four educational strategies on zoonoses among 166 elementary school students. The strategies included group discussion, theater, board games, and traditional instruction. Knowledge gains were observed post-intervention, with significant increases in correct responses related to zoonoses.
Abstract
Health education initiatives have received increasing attention in public policy; however, empirical evidence on the comparative efficacy of different teaching strategies remains limited. This study evaluated four educational approaches: group discussion, theater, board games, and traditional board-based instruction, among 166 elementary school students participating in activities focused on zoonoses, including rabies, sporotrichosis, Rocky Mountain spotted fever, and leishmaniasis. Adjusted exploratory analyses showed higher knowledge gain for board game than for group discussion, while no statistically significant differences were detected among the other strategies. Post-intervention scores were significantly higher than pre-intervention scores, indicating knowledge gains after the educational activities. The proportion of correct responses related to zoonoses increased from 15.7% to 56.6% (<i>p</i> < 0.05), while knowledge of One Health concepts rose from 38.2% to 55.7% (p < 0.05). Overall, the findings indicate that the educational interventions showed efficacy in enhancing students' knowledge and fostering behavioral changes within their family environments. These results highlight the potential of structured school-based health education to promote awareness and prevention of zoonotic diseases.
Background
This study addresses the effectiveness of various health education strategies in improving knowledge about zoonoses among elementary school students. Previous research has indicated that health education can influence knowledge and behavior regarding disease prevention, but comparative efficacy of different teaching methods remains underexplored. Understanding which educational approaches yield the best outcomes is crucial for developing effective public health interventions.
Methods
The study employed a comparative design involving 166 elementary school students. Four teaching strategies were assessed: group discussion, theater, board games, and traditional instruction. The primary outcome measure was the knowledge gain related to zoonoses, evaluated before and after the intervention.
Results
Post-intervention scores showed a significant increase in knowledge of zoonoses, with correct responses rising from 15.7% to 56.6% (p<0.05). Knowledge of One Health concepts also significantly improved, increasing from 38.2% to 55.7% (p<0.05). Adjusted exploratory analyses indicated that the board game strategy resulted in higher knowledge gain compared to group discussion.
Interpretation
The findings suggest that structured educational interventions can effectively enhance knowledge about zoonoses among young students, with the board game approach showing particular promise. While the results are statistically significant, the clinical relevance in terms of behavioral change and long-term retention of knowledge remains uncertain. Limitations such as the lack of detailed demographic data and potential confounding factors in the educational environment may affect the generalizability of the results.
Key findings
- Knowledge of zoonoses increased from 15.7% to 56.6%, p<0.05.
- Knowledge of One Health concepts rose from 38.2% to 55.7%, p<0.05.
- Board game strategy showed higher knowledge gain compared to group discussion.
Limitations
- Not reported in abstract.
- Potential confounding factors in educational environment.
- Limited demographic data on participants.