Effects of classroom education on knowledge and attitudes regarding organ donation in ethnically diverse urban high schools.
Effects of classroom education on knowledge and attitudes regarding organ donation in ethnically diverse urban high schools.
复制标题
课堂教育对城市少数民族高中器官捐献知识和态度的影响。
DOI：
10.1111/j.1399-0012.2009.01200.x
复制
发表时间：
2010
影响因子：
2.1
通讯作者：
Allen,MargaretD
中科院分区：
文献类型：
--
作者：
Cárdenas,Vicky;Thornton,JohnD;Wong,KristineA;Spigner,Clarence;Allen,MargaretD
Cárdenas V, Thornton JD, Wong KA, Spigner C, Allen MD.课堂教育对多种族城市高中器官捐献知识和态度的影响。
临床移植2010:24:784-793。©2010 John Wiley & Sons。摘要：以学校为基础的健康教育是提高器官捐献率的一种有希望的方法，但对其在不同种族的青少年中的效果知之甚少。课堂干预的影响在多元文化高中人群中进行了检验，其中学生的种族为45%的非裔美国人，30%的亚裔美国人，33%的高加索人（允许多种族选择）。在干预前两周内对所有健康班进行基线调查。在干预日，随机分配到干预组的班级接受了教育课程，随后进行了第二次调查；在对照组中，第二次调查在教育课程开始前进行。在基线上，非白种人种族和男性都与较低的捐献意愿相关。干预后，干预组学生的知识得分显著提高（p < 0.001），对捐赠意愿的看法也有积极的变化（p < 0.0001）。最重要的是，尽管种族和性别在基线上都是消极的预测因素，但意见的积极变化与种族和性别无关。这些结果表明，即使是单一的课堂接触也可以影响知识水平，纠正错误信息，并影响不同种族青少年对器官捐赠的看法变化。
Cárdenas V, Thornton JD, Wong KA, Spigner C, Allen MD. Effects of classroom education on knowledge and attitudes regarding organ donation in ethnically diverse urban high schools.
Clin Transplant 2010: 24: 784–793. © 2010 John Wiley & Sons A/S.Abstract:School‐based health education is a promising approach for improving organ donation rates, but little is known about its efficacy among ethnically diverse youth. The impact of a classroom intervention was examined in a multicultural high school population where students’ ethnicities were 45% African American, 30% Asian American, and 33% Caucasian (allowing for multiracial choices). A baseline survey was administered to all health classes within two wk prior to intervention. On the intervention day, classes randomly assigned to the intervention group received an educational session, followed by a second survey; in control classes, the second survey was taken before the educational session. At baseline, non‐Caucasian ethnicity and male gender were each associated with lower levels of willingness to donate. Following the intervention, students in the intervention group demonstrated a significant increase in knowledge scores (p < 0.001), as well as positive movement of opinion regarding willingness to donate (p < 0.0001). Most importantly, the positive changes in opinion occurred independently of ethnicity and gender, in spite of these both being negative predictors of opinion at baseline. These results demonstrate that even a single classroom exposure can impact knowledge levels, correct misinformation, and effect opinion change on organ donation among an ethnically diverse adolescent population.