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Abstract：
BACKGROUND: To improve the engagement and effectiveness of traditional health programs, it is necessary to explore alternative models of health education including video-assisted lectures and peer education.
OBJECTIVE: This study aimed to evaluate the effects of a combination of video-assisted lectures and peer education on health literacy related to infectious diseases among students.
METHODS: Third-grade classes from 11 pilot schools in Longgang District of Shenzhen, China, were randomized to the intervention and control groups. In the intervention group, a video-assisted interactive health education program was conducted twice over a time span of 5 months. Each of the 2 sessions included a 40-minute lecture on COVID-19 and other common infectious diseases in schools and a 5-minute science video. In addition, 5 \"little health supervisors\" at the end of the first session were elected in each class, who were responsible for helping class members to learn health knowledge and develop good hygiene habits. Students answered the same quiz before the first and after the second session. Models based on item response theory (IRT) were constructed to score the students\' knowledge of infectious diseases based on the quiz.
RESULTS: In total, 52 classes and 2526 students (intervention group: n=1311; control group: n=1215) were enrolled. Responses of the baseline survey were available for 2177 (86.2%; intervention group: n=1306; control group: n=871) students and those of the postintervention survey were available for 1862 (73.7%; intervention group: n=1187; control group: n=675). There were significant cross-group differences in the rates of correctly answering questions about influenza symptoms, transmission, and preventive measures; chicken pox symptoms; norovirus diarrhea symptoms; mumps symptoms; and COVID-19 symptoms. Average IRT scores of questions related to infectious diseases in the intervention and control groups were, respectively, -0.0375 (SD 0.7784) and 0.0477 (SD 0.7481) before the intervention (P=.01), suggesting better baseline knowledge in the control group. After the intervention, the average scores of the intervention and control groups were 0.0543 (SD 0.7569) and -0.1115 (SD 0.7307), respectively (P<.001), suggesting not only significantly better scores but also greater improvement in the intervention group.
CONCLUSIONS: After the health education project, the correct answer rate of infectious disease questions in the intervention group was higher than that of the control group, which indicates significant effects of the combination of video-assisted lectures and peer education for the promotion of health literacy. In addition, the intervention effect of the first session persisted for at least 4 months up to the second session. As such, the proposed program was effective in improving the health literacy of school children in relation to infectious diseases and should be considered for massive health promotion campaigns during pandemics.
BACKGROUND: ISRCTN ISRCTN49297995; https://www.isrctn.com/ISRCTN49297995.
OBJECTIVE: This study aimed to evaluate the effects of a combination of video-assisted lectures and peer education on health literacy related to infectious diseases among students.
METHODS: Third-grade classes from 11 pilot schools in Longgang District of Shenzhen, China, were randomized to the intervention and control groups. In the intervention group, a video-assisted interactive health education program was conducted twice over a time span of 5 months. Each of the 2 sessions included a 40-minute lecture on COVID-19 and other common infectious diseases in schools and a 5-minute science video. In addition, 5 \"little health supervisors\" at the end of the first session were elected in each class, who were responsible for helping class members to learn health knowledge and develop good hygiene habits. Students answered the same quiz before the first and after the second session. Models based on item response theory (IRT) were constructed to score the students\' knowledge of infectious diseases based on the quiz.
RESULTS: In total, 52 classes and 2526 students (intervention group: n=1311; control group: n=1215) were enrolled. Responses of the baseline survey were available for 2177 (86.2%; intervention group: n=1306; control group: n=871) students and those of the postintervention survey were available for 1862 (73.7%; intervention group: n=1187; control group: n=675). There were significant cross-group differences in the rates of correctly answering questions about influenza symptoms, transmission, and preventive measures; chicken pox symptoms; norovirus diarrhea symptoms; mumps symptoms; and COVID-19 symptoms. Average IRT scores of questions related to infectious diseases in the intervention and control groups were, respectively, -0.0375 (SD 0.7784) and 0.0477 (SD 0.7481) before the intervention (P=.01), suggesting better baseline knowledge in the control group. After the intervention, the average scores of the intervention and control groups were 0.0543 (SD 0.7569) and -0.1115 (SD 0.7307), respectively (P<.001), suggesting not only significantly better scores but also greater improvement in the intervention group.
CONCLUSIONS: After the health education project, the correct answer rate of infectious disease questions in the intervention group was higher than that of the control group, which indicates significant effects of the combination of video-assisted lectures and peer education for the promotion of health literacy. In addition, the intervention effect of the first session persisted for at least 4 months up to the second session. As such, the proposed program was effective in improving the health literacy of school children in relation to infectious diseases and should be considered for massive health promotion campaigns during pandemics.
BACKGROUND: ISRCTN ISRCTN49297995; https://www.isrctn.com/ISRCTN49297995.
摘要：
背景：为了提高传统健康计划的参与度和有效性，有必要探索健康教育的替代模式，包括视频辅助讲座和同伴教育。
目的：本研究旨在评估视频辅助讲座和同伴教育相结合对学生与传染病相关的健康素养的影响。
方法:深圳市龙岗区11所试点学校三年级班,中国,随机分为干预组和对照组。在干预组中，在5个月的时间范围内,我们进行了两次视频辅助互动健康教育计划.这两节每节都包括40分钟的关于COVID-19和学校其他常见传染病的讲座和5分钟的科学视频。此外,在第一届会议结束时，每个班级选出了5名“小卫生监督员”，他们负责帮助班级成员学习健康知识和养成良好的卫生习惯。学生在第一次和第二次会议之前回答了相同的测验。构建了基于项目反应理论（IRT）的模型，以根据测验对学生的传染病知识进行评分。
结果：总计，纳入52个班级和2526名学生（干预组：n=1311；对照组：n=1215）。基线调查的回答为2177名（86.2％；干预组：n=1306；对照组：n=871）学生，干预后调查的回答为1862名（73.7％；干预组：n=1187；对照组：n=675）。关于流感症状的问题的正确回答率存在显著的跨群体差异，传输,和预防措施；水痘症状；诺如病毒腹泻症状；腮腺炎症状；和COVID-19症状。干预组和对照组传染病相关问题的平均IRT得分分别为,分别,干预前-0.0375（SD0.7784）和0.0477（SD0.7481）（P=0.01），提示对照组有更好的基线知识。干预之后,干预组和对照组的平均得分为0.0543（SD0.7569）和-0.1115（SD0.7307），分别(P<.001)，提示干预组不仅得分明显更好，而且改善更大。
结论：健康教育项目结束后，干预组传染病问题的正确回答率高于对照组，这表明视频辅助讲座和同伴教育相结合对促进健康素养的显着效果。此外,第一疗程的干预效果持续至少4个月,直至第二疗程.因此，拟议的计划有效地提高了学童对传染病的健康素养，应考虑在大流行期间开展大规模的健康促进运动。
背景：ISRCTNISRCTN49297995;https://www.isrctn.com/ISRCTN49297995.
目的：本研究旨在评估视频辅助讲座和同伴教育相结合对学生与传染病相关的健康素养的影响。
方法:深圳市龙岗区11所试点学校三年级班,中国,随机分为干预组和对照组。在干预组中，在5个月的时间范围内,我们进行了两次视频辅助互动健康教育计划.这两节每节都包括40分钟的关于COVID-19和学校其他常见传染病的讲座和5分钟的科学视频。此外,在第一届会议结束时，每个班级选出了5名“小卫生监督员”，他们负责帮助班级成员学习健康知识和养成良好的卫生习惯。学生在第一次和第二次会议之前回答了相同的测验。构建了基于项目反应理论（IRT）的模型，以根据测验对学生的传染病知识进行评分。
结果：总计，纳入52个班级和2526名学生（干预组：n=1311；对照组：n=1215）。基线调查的回答为2177名（86.2％；干预组：n=1306；对照组：n=871）学生，干预后调查的回答为1862名（73.7％；干预组：n=1187；对照组：n=675）。关于流感症状的问题的正确回答率存在显著的跨群体差异，传输,和预防措施；水痘症状；诺如病毒腹泻症状；腮腺炎症状；和COVID-19症状。干预组和对照组传染病相关问题的平均IRT得分分别为,分别,干预前-0.0375（SD0.7784）和0.0477（SD0.7481）（P=0.01），提示对照组有更好的基线知识。干预之后,干预组和对照组的平均得分为0.0543（SD0.7569）和-0.1115（SD0.7307），分别(P<.001)，提示干预组不仅得分明显更好，而且改善更大。
结论：健康教育项目结束后，干预组传染病问题的正确回答率高于对照组，这表明视频辅助讲座和同伴教育相结合对促进健康素养的显着效果。此外,第一疗程的干预效果持续至少4个月,直至第二疗程.因此，拟议的计划有效地提高了学童对传染病的健康素养，应考虑在大流行期间开展大规模的健康促进运动。
背景：ISRCTNISRCTN49297995;https://www.isrctn.com/ISRCTN49297995.
