A cluster-randomised controlled trial of the LifeLab education intervention to improve health literacy in adolescents.

Adolescence offers a window of opportunity during which improvements in health behaviours could benefit long-term health, and enable preparation for parenthood-albeit a long way off, passing on good health prospects to future children. This study was carried out to evaluate whether an educational in...

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Autores principales: Kathryn Woods-Townsend, Polly Hardy-Johnson, Lisa Bagust, Mary Barker, Hannah Davey, Janice Griffiths, Marcus Grace, Wendy Lawrence, Donna Lovelock, Mark Hanson, Keith M Godfrey, Hazel Inskip
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Publicado: Public Library of Science (PLoS) 2021
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Acceso en línea:https://doaj.org/article/4cd26ee0a3be4e81940d4e0b224595f8
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spelling oai:doaj.org-article:4cd26ee0a3be4e81940d4e0b224595f82021-12-02T20:05:42ZA cluster-randomised controlled trial of the LifeLab education intervention to improve health literacy in adolescents.1932-620310.1371/journal.pone.0250545https://doaj.org/article/4cd26ee0a3be4e81940d4e0b224595f82021-01-01T00:00:00Zhttps://doi.org/10.1371/journal.pone.0250545https://doaj.org/toc/1932-6203Adolescence offers a window of opportunity during which improvements in health behaviours could benefit long-term health, and enable preparation for parenthood-albeit a long way off, passing on good health prospects to future children. This study was carried out to evaluate whether an educational intervention, which engages adolescents in science, can improve their health literacy and behaviours. A cluster-randomised controlled trial of 38 secondary schools in England, UK was conducted. The intervention (LifeLab) drew on principles of education, psychology and public health to engage students with science for health literacy, focused on the message "Me, my health and my children's health". The programme comprised: • Professional development for teachers. • A 2-3 week module of work for 13-14-year-olds. • A "hands-on" practical health science day visit to a dedicated facility in a university teaching hospital. Data were collected from 2929 adolescents (aged 13-14 years) at baseline and 2487 (84.9%) at 12-month follow-up. The primary outcome was change in theoretical health literacy from pre- to 12 months post- intervention. This study is registered (ISRCTN71951436) and the trial status is complete. Participation in the LifeLab educational intervention was associated with an increase in the students' standardised total theoretical health literacy score (adjusted difference between groups = 0.27 SDs (95%CI = 0.12, 0.42)) at 12-month follow-up. There was an indication that intervention participants subsequently judged their own lifestyles more critically than controls, with fewer reporting their behaviours as healthy (53.4% vs. 59.5%; adjusted PRR = 0.94 [0.87, 1.01]). We conclude that experiencing LifeLab led to improved health literacy in adolescents and that they demonstrated a move towards a more critical judgement of health behaviour 12 months after the intervention. Further work is needed to examine whether this leads to sustained behaviour change, and whether other activities are needed to support this change.Kathryn Woods-TownsendPolly Hardy-JohnsonLisa BagustMary BarkerHannah DaveyJanice GriffithsMarcus GraceWendy LawrenceDonna LovelockMark HansonKeith M GodfreyHazel InskipPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 16, Iss 5, p e0250545 (2021)
institution DOAJ
collection DOAJ
language EN
topic Medicine
R
Science
Q
spellingShingle Medicine
R
Science
Q
Kathryn Woods-Townsend
Polly Hardy-Johnson
Lisa Bagust
Mary Barker
Hannah Davey
Janice Griffiths
Marcus Grace
Wendy Lawrence
Donna Lovelock
Mark Hanson
Keith M Godfrey
Hazel Inskip
A cluster-randomised controlled trial of the LifeLab education intervention to improve health literacy in adolescents.
description Adolescence offers a window of opportunity during which improvements in health behaviours could benefit long-term health, and enable preparation for parenthood-albeit a long way off, passing on good health prospects to future children. This study was carried out to evaluate whether an educational intervention, which engages adolescents in science, can improve their health literacy and behaviours. A cluster-randomised controlled trial of 38 secondary schools in England, UK was conducted. The intervention (LifeLab) drew on principles of education, psychology and public health to engage students with science for health literacy, focused on the message "Me, my health and my children's health". The programme comprised: • Professional development for teachers. • A 2-3 week module of work for 13-14-year-olds. • A "hands-on" practical health science day visit to a dedicated facility in a university teaching hospital. Data were collected from 2929 adolescents (aged 13-14 years) at baseline and 2487 (84.9%) at 12-month follow-up. The primary outcome was change in theoretical health literacy from pre- to 12 months post- intervention. This study is registered (ISRCTN71951436) and the trial status is complete. Participation in the LifeLab educational intervention was associated with an increase in the students' standardised total theoretical health literacy score (adjusted difference between groups = 0.27 SDs (95%CI = 0.12, 0.42)) at 12-month follow-up. There was an indication that intervention participants subsequently judged their own lifestyles more critically than controls, with fewer reporting their behaviours as healthy (53.4% vs. 59.5%; adjusted PRR = 0.94 [0.87, 1.01]). We conclude that experiencing LifeLab led to improved health literacy in adolescents and that they demonstrated a move towards a more critical judgement of health behaviour 12 months after the intervention. Further work is needed to examine whether this leads to sustained behaviour change, and whether other activities are needed to support this change.
format article
author Kathryn Woods-Townsend
Polly Hardy-Johnson
Lisa Bagust
Mary Barker
Hannah Davey
Janice Griffiths
Marcus Grace
Wendy Lawrence
Donna Lovelock
Mark Hanson
Keith M Godfrey
Hazel Inskip
author_facet Kathryn Woods-Townsend
Polly Hardy-Johnson
Lisa Bagust
Mary Barker
Hannah Davey
Janice Griffiths
Marcus Grace
Wendy Lawrence
Donna Lovelock
Mark Hanson
Keith M Godfrey
Hazel Inskip
author_sort Kathryn Woods-Townsend
title A cluster-randomised controlled trial of the LifeLab education intervention to improve health literacy in adolescents.
title_short A cluster-randomised controlled trial of the LifeLab education intervention to improve health literacy in adolescents.
title_full A cluster-randomised controlled trial of the LifeLab education intervention to improve health literacy in adolescents.
title_fullStr A cluster-randomised controlled trial of the LifeLab education intervention to improve health literacy in adolescents.
title_full_unstemmed A cluster-randomised controlled trial of the LifeLab education intervention to improve health literacy in adolescents.
title_sort cluster-randomised controlled trial of the lifelab education intervention to improve health literacy in adolescents.
publisher Public Library of Science (PLoS)
publishDate 2021
url https://doaj.org/article/4cd26ee0a3be4e81940d4e0b224595f8
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