Effect of child to child approach educational method on knowledge and practices of selected first aid measures among primary school children
Bibliographic record
Abstract
Background and objective: Environmental school is the best setting for unintentional injury which is the leading cause of morbidity and mortality among children worldwide. So, emergency instances need first aid. The aim of this study was to evaluate the effect of child to child approach educational method on knowledge and practices of selected first aid measures among primary school children.Methods: Research design: A quasi-experimental research design was applied for this study. Setting: This study was carried out in two governmental primary schools in El-Massara Administration, Cairo Governorate, Egypt (Abobakr Elsedeak and Anas Ben Malek). Sample: A multi-stage random sample was used. The total number of children was 460 (both male and female). Tools: Two tools were used in this study: (1) An interview questionnaire to collect data about the studied children's socio-demographic characteristics, and their knowledge about first aid. (2) An observational checklist for assessing the studied children practices regarding first aid.Results: The current study revealed that, there were statistically significant increases in mean scores of all items as well as the total score of knowledge and practices after application of the child to child approach. There was a statistically significant positive association between knowledge and practice levels; good level of knowledge with adequate practice level showed higher prevalence (75.6%) than good level of knowledge with inadequate practice level (24.4%). Fair level of knowledge with adequate practice level showed higher prevalence (66.9%) than fair level of knowledge with inadequate practice level (33.1%).Conclusions: The application of the child to child approach increased children’s good level of knowledge and adequate practices related to first aid measures. The study recommended that the use of innovative methods of health education in teaching first aid for other sectors as in preparatory school students, as well as child-to-mothers and child-to-community, to promote children’s health.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.025 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".