A Peer-Based Educational Intervention Effects on SARS-CoV-2 Knowledge and Attitudes among Polish High-School Students

To support high school students to develop knowledge they need to adhere to control measures during the pandemic, a peer-based educational intervention on SARS-CoV-2 was developed and its impact was evaluated. Multistage random sampling was used. The 50 min peer-based intervention was conducted by f...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Maria Ganczak, Oskar Pasek, Łukasz Duda-Duma, Julia Komorzycka, Karol Nowak, Marcin Korzeń
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	SARS-CoV-2 knowledge attitudes adolescents intervention Medicine R
Acceso en línea:	https://doaj.org/article/4ecbb73b79dd48a6b74779eccce40794
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:4ecbb73b79dd48a6b74779eccce40794
record_format	dspace
spelling	oai:doaj.org-article:4ecbb73b79dd48a6b74779eccce407942021-11-25T17:51:48ZA Peer-Based Educational Intervention Effects on SARS-CoV-2 Knowledge and Attitudes among Polish High-School Students10.3390/ijerph1822121831660-46011661-7827https://doaj.org/article/4ecbb73b79dd48a6b74779eccce407942021-11-01T00:00:00Zhttps://www.mdpi.com/1660-4601/18/22/12183https://doaj.org/toc/1661-7827https://doaj.org/toc/1660-4601To support high school students to develop knowledge they need to adhere to control measures during the pandemic, a peer-based educational intervention on SARS-CoV-2 was developed and its impact was evaluated. Multistage random sampling was used. The 50 min peer-based intervention was conducted by final year medical students. Baseline and post-intervention knowledge and attitudes were assessed. Significance was tested by McNemar’s/Wilcoxon rank tests. Of 518 participants (mean age 17.8 years ± 0.43), 81.0% did not receive any school-based education on SARS-CoV-2. After intervention, the knowledge score improved from 65.2% to 81.6%, attitudes from 63.2% to 70.8% (both <i>p</i> < 0.0001). The effect size after the intervention compared to pre-intervention showed moderate improvement of knowledge, but not attitudes (d = 0.46 and d = 0.18, respectively). Pre- and post-intervention, females, students in non-science programs, living in cities < 250,000 inhabitants had lower knowledge, while fewer males, non-science program students, living in smaller cities presented positive attitudes. Before intervention, 67.0% students correctly named SARS-CoV-2 preventive methods and 73.6% were concerned COVID-19 is a serious disease; these improved after intervention (to 80.1% and 86.3%; <i>p</i> < 0.0001). The intervention was not very successful in increasing the intent to vaccinate for COVID-19 (pre-intervention 52.9%, post-intervention 56.4%; <i>p</i> < 0.007). Peer-based teaching for high school students can be effective in increasing SARS-CoV-2 knowledge and awareness. More efforts are needed to improve attitudes and enhance acceptance of vaccination against COVID-19.Maria GanczakOskar PasekŁukasz Duda-DumaJulia KomorzyckaKarol NowakMarcin KorzeńMDPI AGarticleSARS-CoV-2knowledgeattitudesadolescentsinterventionMedicineRENInternational Journal of Environmental Research and Public Health, Vol 18, Iss 12183, p 12183 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	SARS-CoV-2 knowledge attitudes adolescents intervention Medicine R
spellingShingle	SARS-CoV-2 knowledge attitudes adolescents intervention Medicine R Maria Ganczak Oskar Pasek Łukasz Duda-Duma Julia Komorzycka Karol Nowak Marcin Korzeń A Peer-Based Educational Intervention Effects on SARS-CoV-2 Knowledge and Attitudes among Polish High-School Students
description	To support high school students to develop knowledge they need to adhere to control measures during the pandemic, a peer-based educational intervention on SARS-CoV-2 was developed and its impact was evaluated. Multistage random sampling was used. The 50 min peer-based intervention was conducted by final year medical students. Baseline and post-intervention knowledge and attitudes were assessed. Significance was tested by McNemar’s/Wilcoxon rank tests. Of 518 participants (mean age 17.8 years ± 0.43), 81.0% did not receive any school-based education on SARS-CoV-2. After intervention, the knowledge score improved from 65.2% to 81.6%, attitudes from 63.2% to 70.8% (both <i>p</i> < 0.0001). The effect size after the intervention compared to pre-intervention showed moderate improvement of knowledge, but not attitudes (d = 0.46 and d = 0.18, respectively). Pre- and post-intervention, females, students in non-science programs, living in cities < 250,000 inhabitants had lower knowledge, while fewer males, non-science program students, living in smaller cities presented positive attitudes. Before intervention, 67.0% students correctly named SARS-CoV-2 preventive methods and 73.6% were concerned COVID-19 is a serious disease; these improved after intervention (to 80.1% and 86.3%; <i>p</i> < 0.0001). The intervention was not very successful in increasing the intent to vaccinate for COVID-19 (pre-intervention 52.9%, post-intervention 56.4%; <i>p</i> < 0.007). Peer-based teaching for high school students can be effective in increasing SARS-CoV-2 knowledge and awareness. More efforts are needed to improve attitudes and enhance acceptance of vaccination against COVID-19.
format	article
author	Maria Ganczak Oskar Pasek Łukasz Duda-Duma Julia Komorzycka Karol Nowak Marcin Korzeń
author_facet	Maria Ganczak Oskar Pasek Łukasz Duda-Duma Julia Komorzycka Karol Nowak Marcin Korzeń
author_sort	Maria Ganczak
title	A Peer-Based Educational Intervention Effects on SARS-CoV-2 Knowledge and Attitudes among Polish High-School Students
title_short	A Peer-Based Educational Intervention Effects on SARS-CoV-2 Knowledge and Attitudes among Polish High-School Students
title_full	A Peer-Based Educational Intervention Effects on SARS-CoV-2 Knowledge and Attitudes among Polish High-School Students
title_fullStr	A Peer-Based Educational Intervention Effects on SARS-CoV-2 Knowledge and Attitudes among Polish High-School Students
title_full_unstemmed	A Peer-Based Educational Intervention Effects on SARS-CoV-2 Knowledge and Attitudes among Polish High-School Students
title_sort	peer-based educational intervention effects on sars-cov-2 knowledge and attitudes among polish high-school students
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/4ecbb73b79dd48a6b74779eccce40794
work_keys_str_mv	AT mariaganczak apeerbasededucationalinterventioneffectsonsarscov2knowledgeandattitudesamongpolishhighschoolstudents AT oskarpasek apeerbasededucationalinterventioneffectsonsarscov2knowledgeandattitudesamongpolishhighschoolstudents AT łukaszdudaduma apeerbasededucationalinterventioneffectsonsarscov2knowledgeandattitudesamongpolishhighschoolstudents AT juliakomorzycka apeerbasededucationalinterventioneffectsonsarscov2knowledgeandattitudesamongpolishhighschoolstudents AT karolnowak apeerbasededucationalinterventioneffectsonsarscov2knowledgeandattitudesamongpolishhighschoolstudents AT marcinkorzen apeerbasededucationalinterventioneffectsonsarscov2knowledgeandattitudesamongpolishhighschoolstudents AT mariaganczak peerbasededucationalinterventioneffectsonsarscov2knowledgeandattitudesamongpolishhighschoolstudents AT oskarpasek peerbasededucationalinterventioneffectsonsarscov2knowledgeandattitudesamongpolishhighschoolstudents AT łukaszdudaduma peerbasededucationalinterventioneffectsonsarscov2knowledgeandattitudesamongpolishhighschoolstudents AT juliakomorzycka peerbasededucationalinterventioneffectsonsarscov2knowledgeandattitudesamongpolishhighschoolstudents AT karolnowak peerbasededucationalinterventioneffectsonsarscov2knowledgeandattitudesamongpolishhighschoolstudents AT marcinkorzen peerbasededucationalinterventioneffectsonsarscov2knowledgeandattitudesamongpolishhighschoolstudents
_version_	1718411918245363712

A Peer-Based Educational Intervention Effects on SARS-CoV-2 Knowledge and Attitudes among Polish High-School Students

Ejemplares similares