Innovative strategies to reduce traffic related injuries and deaths in youth
Notice bibliographique
Résumé
Introduction: Road traffic injuries are the leading cause of death among young people, aged 15-29 years (1). It is generally accepted that the high rate of adolescent injuries may be due to a variety of factors. Studies have shown young drivers are more likely to underestimate the probability of specific risks caused by traffic situations, as well as to overestimate their own driving skills making them more vulnerable to trauma. It has also been hypothesized that adolescents are more prone to motor vehicle collisions due to their risk-taking attitudes (2). There is consensus among experts in the field of road safety that the best road safety strategies and programs are based on research-driven and psycho-social theories of behavior (3). The P.A.R.T.Y. (Prevent Alcohol and Risk-Related Trauma in Youth) Program is one of those programs. Developed in 1986, P.A.R.T.Y. is a one day, in hospital injury awareness and prevention program for youth aged 15 and older. The goal is to provide young people with information about trauma that will enable them to recognize their injury risks, make prevention-oriented choices and adopt behaviours that minimize unnecessary risks through vivid clinical reality. Attitudes towards risk taking in traffic have been correlated with aggressive driving behavior, speeding, and intention to commit traffic law violations. Thus, an effective intervention to increase road safety may be to change the attitudes that influence the driving behavior of adolescents. This is consistent with the cognitive dissonance theory, which states that changing the beliefs that underlie certain behaviors can cause a behavioral change (2). From these theories, one can expect that changing the risk taking attitudes of adolescents can lead to a decrease in the probability of collisions. A recent meta-analysis suggested interventions aimed at influencing attitudes might be the most effective measure to improve safety on the roads (2). Methods: Several research studies have been undertaken to determine effectiveness and changes in attitudinal risk behavior from youth attending the P.A.R.T.Y. A ten-year longitudinal study was conducted to determine whether students who attended P.A.R.T.Y. had a reduction in injuries compared with a matched control group of students based on age, gender and geographic area who did not attend the program. Students follow the course of injury from occurrence through transport, treatment, rehabilitation and community re-integration phases. Additionally by augmenting a didactic format through a technologically innovative approach including but not limited to vivid clinical reality, social media, interactive websites and simulators we see attitudinal and behavioural changes. Results: The 10 year longitudinal study showed P.A.R.T.Y. participants had a lower incidence of traumatic injuries than a control group of non-P.A.R.T.Y. participants of the same age, gender, residential area, and initial year in database, during the 10-year study (4). Conclusion: Research-driven, psycho-social theories of behavior and technologically innovative approaches have proven it is possible to influence behavior through the delivery of well-designed and well-executed road safety strategies, programs and campaigns. Providing students with real-life education to depict the vivid clinical reality of injuries was shown to be a compelling and effective method of education. References 1. Road safety basic facts. World Health Organization. 2013 [cited July 28, 2015]. Available from:http://www.who.int/violence_injury_prevention/publications/road_traffic/Road_safety_media_brief_full_document.pdf 2. Pal Ulleberg, T.R., Risk-taking attitudes among young drivers: The psychometric qualities and imensionality of an instrument to measure young drivers' risk-taking attitudes. Scandinavian Journal of Psychology, 2002. 43(3): p. 227-237. 3. Road Safety Campaigns: What the research tells us. Traffic Injury Research Foundation.2015 [cited July 7, 2015]. Available from: http://www.tirf.ca/publications/PDF_publications/2015_RoadSafetyCampaigns_Report_2.pdf 4. Banfield JM, Gomez M, Kiss A, Redelmeier DA, Brenneman F. Effectiveness of the P.A.R.T.Y. (prevent alcohol and risk-related trauma in youth) program in preventing traumatic injuries: A 10-year analysis. J Trauma. 2011 Mar;70(3):732-5.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».