| dc.contributor.author | Chesire, F. | |
| dc.contributor.author | Kaseje, M. II Gisore, V. II Mugisha, M. II Ssenyonga, R. II Oxman, M. II Nsangi, A. II Semakula, D. II Rose, C. J. II Nyirazinyoye, L. II Lewin, S. II Sewankambo, N. K. II Rosenbaum, S. II Moberg, J. II Oxman, A. D. | |
| dc.date.accessioned | 2025-12-09T10:52:06Z | |
| dc.date.available | 2025-12-09T10:52:06Z | |
| dc.date.issued | 2025 | |
| dc.identifier.uri | https://doi.org/10.1186/s13063-025-08810-0 | |
| dc.identifier.uri | http://knowhub.aphrc.org/handle/123456789/2566 | |
| dc.description.abstract | This follow-up study examined the long-term effects of the Informed Health Choices (IHC) curriculum on secondary school students critical thinking about health claims in Kenya. One year after the original cluster-randomized trial, students exposed to the intervention demonstrated substantially better ability to assess treatment claims, evaluate evidence, and avoid common misconceptions. The results show that the IHC intervention has durable learning effects, suggesting that integrating critical health literacy into school curricula can strengthen future generations decision-making skills. | |
| dc.publisher | BioMed Central (BMC) / Springer Nature | |
| dc.subject | Health literacy II Critical thinking II Education interventions II Cluster trials II Kenya | |
| dc.title | Effects of The Informed Health Choices Secondary School Intervention on The Ability of Lower Secondary Students in Kenya To Think Critically About Health Choices: 1-Year Follow-Up of a Cluster-Randomized Trial. | |
