RAPID: Effectively Communicating EBOLA Information to Vulnerable Populations

RAPID：向弱势群体有效传达埃博拉病毒信息

• 批准号: 1506883
• 负责人: Karina Meiri
• 金额: $ 5万
• 依托单位: Tufts University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-01-15 至 2016-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1506883&HistoricalAwards=false
• 关键词: RAPID; Effectively; Communicating; EBOLA; Information

CBET 1506883Meiri, Karina F. RAPID: Effectively Communicating EBOLA Information to Vulnerable PopulationsThis proposal is a RAPID response to improve education and communication about preventive measures related to Ebola. It targets 7th-12th grade middle and high school students and their teachers. Concerns about how the response to a disseminated outbreak of Ebola in the US would be managed are legitimate given that even a cursory examination of the Internet reveals the extent that misinformation is driving public awareness. Much of the US population is inadequately equipped to evaluate information provided by the media: More than half has difficulty in understanding and using health information, another segment is inherently suspicious of "official" information and a final segment has limited English language skills. We clearly need alternative routes to communicate critical information that: (a) are managed by scientists and clinicians who understand the nuances of infection and public health and who are able to explain clearly why information and directions can evolve over time, and that (b) occur in interactive settings where misinformation can be directly addressed. The high school classroom is the last place where entire cohorts of the US population gather to learn at the same time without regard to their health literacy, ideology or English language status, providing an ideal venue. This project will be developed by an established curriculum design team of biomedical scientists and Boston Public School teachers who have created a successful curriculum "The Great Diseases" that provides 10th-12th grade students with opportunities to acquire and apply problem-solving skills through collaborative inquiry. We will leverage this experience to generate a stand-alone suite of lessons (1 for middle school and 3 for high school) to address key scientific and public health questions related to Ebola. The project has two key elements: first to provide teachers with a complete platform of educative materials and interactive online support to enable them to implement the lessons in the classroom. Second, to involve families in the learning process so that students can act as a conduit for legitimate information. The resources developed will be freely available and accessible online.The intellectual merit of the project relates to both students and teachers: 1) It provides students will a curated range of up-to-date information within a structure that enables them use active inquiry and problem solving to understand key issues, while teaching them the characteristics of reliable information and how to seek it out. Importantly, we will leverage our previous work with the Great Diseases curriculum that demonstrated how students that are engaged in the material communicate more with their families about the topics they are learning to structure the lessons to include family participation, asking families to evaluate an informational brochure students have created in the language spoken at home. 2) It provides teachers with resources and support in a familiar format, enabling them to effectively transfer this complex, dynamic information to their classrooms. The impact of the project relates to its significant potential for national and international impact. We have actively worked with over 150 teachers and about 12,000 students throughout the US and our approach to teaching and learning has successfully fostered student engagement in disease-related topics, knowledge of the health science underlying disease and healthy behaviors and critical thinking abilities and the improved self-efficacy that is important for continued independent learning. The largest gains were seen in inner city urban public schools and were independent of gender, ethnicity or English language learner status. We have also reached many more: Since 2013 people in 42 US states and 41 countries have accessed our freely available resources. More than 45,000 of these views lasted 2 minutes, an indication of interest. We will leverage the breadth of this impact by providing an interactive blog for FAQs and by asking teachers to upload representative public health brochures to create a freely accessible, vetted, multilingual repository

作者：Meiri，Karina F. 快速：有效地将埃博拉病毒信息传达给弱势群体这一建议是对改善与埃博拉病毒有关的预防措施的教育和宣传的快速反应。它的目标是7 - 12年级的初中和高中学生及其教师。 考虑到即使对互联网的粗略检查也会揭示错误信息在多大程度上推动了公众意识，因此对美国如何应对埃博拉疫情传播的担忧是合理的。大部分美国人没有足够的能力来评估媒体提供的信息：超过一半的人在理解和使用健康信息方面有困难，另一部分人天生对“官方”信息持怀疑态度，最后一部分人的英语技能有限。我们显然需要其他途径来传达关键信息，这些信息：（a）由了解感染和公共卫生细微差别的科学家和临床医生管理，他们能够清楚地解释为什么信息和方向会随着时间的推移而变化，（B）在互动环境中发生，可以直接解决错误信息。高中教室是美国人口的整个群体聚集在一起同时学习的最后一个地方，而不考虑他们的健康素养，意识形态或英语语言状况，提供了一个理想的场所。该项目将由一个由生物医学科学家和波士顿公立学校教师组成的课程设计团队开发，该团队已经创建了一个成功的课程“The Great Diseases”，为10 - 12年级的学生提供了通过协作探究获得和应用解决问题技能的机会。我们将利用这一经验来生成一套独立的课程（1个用于中学，3个用于高中），以解决与埃博拉病毒相关的关键科学和公共卫生问题。该项目有两个关键要素：第一，为教师提供一个完整的教育材料平台和互动式在线支持，使他们能够在课堂上授课。第二，让家庭参与学习过程，使学生能够充当合法信息的渠道。该项目的智力价值与学生和教师有关：1）它为学生提供了一系列精选的最新信息，使他们能够通过积极的探究和解决问题来理解关键问题，同时教会他们可靠信息的特征以及如何寻找信息。重要的是，我们将利用我们以前的工作与大疾病课程，展示了如何参与材料的学生与他们的家庭更多地交流他们正在学习的主题，以构建课程，包括家庭参与，要求家庭评估信息小册子学生在家里说的语言创建。2)它以熟悉的格式为教师提供资源和支持，使他们能够有效地将这种复杂的动态信息转移到课堂上。该项目的影响与其在国家和国际影响方面的巨大潜力有关。我们积极与全美150多名教师和约12，000名学生合作，我们的教学方法成功地培养了学生参与疾病相关主题，疾病基础健康科学知识，健康行为和批判性思维能力以及对持续独立学习至关重要的自我效能感。最大的进步出现在市中心的公立学校，与性别、种族或英语学习者身份无关。自2013年以来，美国42个州和41个国家的人们已经访问了我们免费提供的资源。其中超过45，000次观看持续了2分钟，这表明了人们的兴趣。我们将利用这一影响的广度，为常见问题提供互动博客，并要求教师上传有代表性的公共卫生手册，以创建一个可免费访问的、经过审查的多语言知识库