Ebm@school – a curriculum of critical health literacy for secondary school students

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• Format Lessons
• Language/s English
• Target Audience Schools, Researchers
• EBM Stage 0 - Why EBM?
• Duration >15 mins
• Difficulty Intermediate

Key Concepts addressed

• Too good to be true
• Based on faulty logic
• Based on trust alone
• 2-1a Comparison groups should be similar
• 2-1c Comparison groups should be treated equally
• 2-1d People should not know which treatment they get
• 2-1e Peoples' outcomes should be assessed similarly
• 2-1h Peoples' outcomes should be analyzed in their original groups
• 2-2a Reviews of fair comparisons should be systematic
• 1-1b Dramatic treatment effects are rare
• 1-3b Anecdotes are unreliable evidence
• 1-3c Expert opinion is not always right
• 2-3b Relative measures of effects can be misleading
• 2-3d Fair comparisons with few people or outcome events can be misleading
• 1-2c Association is not the same as causation
• 1-2e Comparisons are needed to identify treatment effects
• 1-2f Consider all of the relevant fair comparisons
• 1-2g Common practice is not always evidence-based
• 1-2i More is not necessarily better

Details

Increasingly, patients and consumers are taking responsibility for their diagnostic and therapeutic decisions. This requires a certain amount of health literacy in order to critically assess the various procedures and products. The aim of this study was to develop and pilot test a curriculum of critical health literacy for secondary school students.