Piloting adapted informed health choices school resources in out of school context

Abstract

Background Every day, in our life we face a variety of circumstances in which we must make health-care decisions that affect our health. Such decisions can have a negative impact on our lives if they do not respond to our health needs, and to respond to them, one must have information, understand all the options, risks, and finally be able to make the right choices. Youth especially out of schools, are frequently exposed to unreliable and untruthful information. Giving them the ability to think critically so they can make responsible choices about their health is the best way to eliminate health misinformation in their minds.

Methods This was a mixed methods study that employed both qualitative and quantitative approaches. We used cross sectional study design and conducted one facility survey of 32 YEGO centers staff using a questionnaire to know the status of the YEGO centers. Using semi structured interviews, two focus group discussions were conducted with 8-10 participants each. We used purposive sampling. We used thematic analysis to explore the context in which we can teach critical thinking about health to out of school youth by using the adapted and translated digital learning resources in two YEGO centers.

Results Two YEGO centers, with a total of 80 out of school youth participated in the study along with youth centers facilitators. IHC lessons were taught to the selected youth and we were able to explore the knowledge gained before teaching and after teaching. 71% of the youth, on average, learned more after using the IHC materials. Overall, on how youth experienced learning resources., out of school youth were interested in, and were able to apply the content of the lessons. The results on usefulness, usability, understandability, and desirability of youth revealed that the IHC-adapted resources were very useful. The negative perceptions included understandability and usability.

Conclusion Overall, it appears that IHC-adapted resources are feasible in the out-of-school context. This pilot demonstrated that the YEGO center is an enabling environment for teaching critical thinking outside of the classroom.