Premium
Process evaluation of the HOT project (Healthy Outcomes for Teens) website in 3 venues
Author(s) -
ChapmanNovakofski Karen,
Castelli Darla,
Peterson Sharon,
Goss David,
Lloyd Les
Publication year - 2009
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.23.1_supplement.lb477
Subject(s) - curriculum , phone , medical education , psychology , medicine , pedagogy , linguistics , philosophy
The purpose of this study was to identify the most effective access point for interactive web materials in providing diabetes prevention instruction to middle school students. Website use and content knowledge were compared across three different venues: (a) part of health/physical education curriculum, (b) after school and (c) voluntary weekend access. Participants viewed the materials as part of an after‐school computer program, pull out from physical education classes, or as part of the health education curriculum in middle school (n=182). The weekend participants, 5 th ‐8 th graders, (n=46) were introduced to the website and provided with a copy of the website home page and their access code. Each participant was reminded at least twice by phone or email to visit the website. The structure and accountability of the school curriculum resulted in the greatest access and gains in content knowledge both within and beyond the school day, as free time access was highest in this group. Social marketing techniques used in the voluntary access group had the lowest engagement. Benefits to participants within the school structure included completion of class assignments, MP3 players; no access barriers existed. Weekend participants received no compensation or benefit and may have had access difficulties. Each venue has implementation possibility but more structure, benefit and fewer barriers have most promise.