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Education formally is a social science that encompasses teaching and learning specific knowledge, beliefs, and skills. Good teachers in a given field use a variety of methods and materials in order to impart a knowledge of a curriculum to the students. Informally, teaching is the process of learning how things work including numbers, reading and language that are taught by parents and other members of the student's culture. There has been a plethora of journals, magazines, books, and digests in the field of education that addresses these areas. Such literature addresses the teaching practices, with subjects that include lectures, game playing, testing, scheduling, record keeping, bullying, seating arrangements, interests, motivation, and computer access. However, the most important factors in any teacher's effectiveness is the interaction with students and the knowledge and personality of the teacher. The best teachers are able to translate knowledge of a subject, good judgment, experience, and wisdom into a significant knowledge of a subject that is understood and retained by the student. It is their ability to understand a subject well enough they can convey its essence to a new generation of students that is needed by all teachers. The goal is to establish a foundation of knowledge base that allows the student to build on as they are exposed to different life experiences. The passing of knowledge from generation to generation (see socialisation) allows the student to grow into a useful member of society.

Overview


It is widely accepted that the process of education begins at birth and continues throughout life. Some believe that education begins even earlier than this, as evidenced by some parents' playing music or reading to the baby in the hope it will influence the child's development.

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Health Education Research - current issue

Moderators and mediators of behaviour change in a lifestyle program for treated hypertensives: a randomized controlled trial (ADAPT)
Burke, V., Beilin, L. J., Cutt, H. E., Mansour, J., Mori, T. A. Tue, 08 Jul 2008 00:00:00 -0000
We aimed to examine moderators and mediators of behaviour change in a cognitive lifestyle program for drug-treated overweight hypertensives in Perth, Australia. We collected data at baseline, 4 months (post-intervention) and 1-year follow-up in a randomized controlled trial of a program that focused on weight loss, diet, and exercise. Mediation analysis used regression models that estimate indirect effects with bootstrapped confidence limits. Outcomes examined were saturated fat intake (% energy) and physical activity (hours per week). In total, 90/118 individuals randomized to usual care and 102/123 to the program-completed follow-up. Sex was a moderator of response post-intervention for diet and physical activity, with a greater response among women with usual care and among men with the program. Change in self-efficacy was a mediator of dietary change post-intervention [effect size (ES) –0.055, 95% confidence interval (CI) –0.125, –0.005] and at follow-up (ES 0.054, 95% CI –0.127, –0.005), and in physical activity post-intervention (ES 0.059, 95% CI 0.003, 0.147). These findings highlight different responses of men and women to the program, and the importance of self-efficacy as a mediator. Mediators for physical activity in the longer term should be investigated in other models, with appropriate cognitive measurements, in future trials.
Storage of household firearms: an examination of the attitudes and beliefs of married women with children
Johnson, R. M., Runyan, C. W., Coyne-Beasley, T., Lewis, M. A., Bowling, J. M. Tue, 08 Jul 2008 00:00:00 -0000
Although safe firearm storage is a promising injury prevention strategy, many parents do not keep their firearms unloaded and locked up. Using the theory of planned behavior as a guiding conceptual framework, this study examines factors associated with safe storage among married women with children and who have firearms in their homes. Data come from a national telephone survey (n = 185). We examined beliefs about defensive firearm use, subjective norms, perceived behavioral control and firearm storage practices. A Wilcoxon–Mann–Whitney test was conducted to assess associations between psychosocial factors and firearm storage practices. Women were highly motivated to keep firearms stored safely. Those reporting safe storage practices had more favorable attitudes, more supportive subjective norms and higher perceptions of behavioral control than those without safe storage. One-fourth believed a firearm would prevent a family member from being hurt in case of a break-in, 58% believed a firearm could scare off a burglar. Some 63% said they leave decisions about firearm storage to their husbands. Women were highly motivated to store firearms safely as evidenced by favorable attitudes, supportive subjective norms and high perceptions of behavioral control. This was especially true for those reporting safer storage practices.
Will patients agree to have their literacy skills assessed in clinical practice?
Ryan, J. G., Leguen, F., Weiss, B. D., Albury, S., Jennings, T., Velez, F., Salibi, N. Tue, 08 Jul 2008 00:00:00 -0000
If health providers are aware of their patients' literacy skills, they can more appropriately tailor their communication with patients. Few providers, however, assess patient's literacy skills for fear of offending patients, but no research has ever determined if patients object to such assessments. Our objectives were to determine the percentage of patients seen for routine health care that would agree to undergo literacy assessment and if satisfaction of patients differs in practices that perform literacy assessments versus practices that do not. We randomized 20 private and public medical practices to an intervention group that implemented literacy assessments with the Newest Vital Sign and a control group that did not. For intervention practices, we noted the percentage of patients agreeing to undergo the assessment. For both intervention and control practices, we assessed patient satisfaction. Of 289 patients asked to undergo literacy assessment in the intervention practices, 284 (98.3%) agreed to do so, including 125 (46.1%) with low or possibly low literacy skills. There was no difference in satisfaction between the intervention group and the control group. We conclude that patients are willing to undergo literacy assessments during routine office visits and performing such assessments does not decrease patient satisfaction.
Perceived risk factors of cardiovascular diseases and diabetes in Cameroon
Awah, P. K., Kengne, A. P., Fezeu, L. L. K., Mbanya, J.-C. Tue, 08 Jul 2008 00:00:00 -0000
We set out to assess the perceived risk factors of cardiovascular diseases (CVDs) and diabetes mellitus in an urban setting using focus group discussions and in-depth interviews to collect data from different stakeholders constituting the triangle of care. Ethnomethodological analyses were done manually and with Ethnograph® software. The results showed an awareness of emergence of CVD and diabetes in Cameroon and perceived relationships between risk factors and CVD and diabetes. The awareness of behavioural risk factors was higher than the biological ones, though perceptions about them were muddled. The main drawbacks for reducing risk factors were perceived to emerge from the lack of a national policy programme on non-communicable diseases; and the low level of awareness of the need to reduce these risk factors. The assessment illustrates that there is currently a mismatch between the needs and expectations of all the stakeholders regarding health promotion and advice on risk factors reduction and an apparent reluctance by health care providers to fulfil this role. This issue can only be addressed in countries of sub-Sahara through capacity building for control and prevention of CVD risk factors.
The role of life skills promotion in substance abuse prevention: a mediation analysis
Buhler, A., Schroder, E., Silbereisen, R. K. Tue, 08 Jul 2008 00:00:00 -0000
Research has shown that life skills programs are the most effective single activity in school-based substance abuse prevention. However, little is known about the processes through which they are effective. This study examines whether an evidence-based prevention program targeting general competence is effective through the promotion of knowledge about life skills and enhanced related behaviors. Based on a sample of 442 fifth graders participating in a quasi-experimental prevention study, as expected, mediation analyses revealed that increased knowledge about life skills paralleled an increase in students’ distant attitudes toward alcohol and nicotine use. Unexpectedly, behaviors manifesting enhanced life skills were found not only among program participants who remained experimental/non-smokers or stopped smoking but also among smokers. In general, findings suggest that favorable prevention outcomes may be influenced through building knowledge about general life skills. The notion of uniform mechanisms of effectiveness in prevention programs is discussed.
Girls and young women's participation in physical activity: psychological and social influences
Coleman, L., Cox, L., Roker, D. Tue, 08 Jul 2008 00:00:00 -0000
The importance of increasing young women's level of physical activity is recognized as a priority within the United Kingdom and other Westernized nations. This study, conducted in two distinct geographical locations in the United Kingdom, explores the leading influences upon levels of physical activity participation among 75 young women aged 15–19. Through in-depth interviews, this study explores the influence of psychological and social influences, by examining contrasting accounts from those young women who ‘always’ and ‘never’ participate in sport or physical activity. The main differences lie with the always participates, relative to the never participates, reporting more positive images of ‘sport’, positive perceptions of their own ability, low self-consciousness, firm motivations and personal choice to engage in activities and the supporting influence of their friends and family. The study also notes the detrimental impact of life transitions such as moving from college to full-time employment. Further case study analyses reveal the friendship group as the primary influence over all other factors considered. The research concludes by summarizing the influences on physical activity participation that are pertinent to this age group, highlights theoretical implications, suggests possible intervention strategies and reports areas of further investigation that are required.

 
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