Ebm@school – a curriculum of critical health literacy for secondary school students< Back to search results
- Format Lessons
- Language/s English
- Target Audience Schools, Researchers
- EBM Stage 0 - Why EBM?
- Duration >15 mins
- Difficulty Intermediate
This resource has been evaluated rigorously
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
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.
The results of a formal evaluation of the curriculum is available here:
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