University-Based Peer Health Education in China: The Shantou Experience

Autor/inn/en	Li, L. P.; Chow, K. W.; Griffiths, S.; Zhang, L.; Lam, J.; Kim, J. H.
Titel	University-Based Peer Health Education in China: The Shantou Experience
Quelle	In: Journal of American College Health, 57 (2009) 5, S.549-552 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0744-8481
Schlagwörter	Disease Control; Health Education; Physical Activities; Health Promotion; Educational Change; Foreign Countries; Program Evaluation; Case Studies; Questionnaires; Peer Teaching; Information Seeking; Online Searching; Eating Habits; Sexuality; Mental Health; China + Suchen Sie Ihr Suchwort? Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Bildungsreform; Ausland; Programme evaluation; Programmevaluation; Case study; Fallstudie; Case Study; Fragebogen; Peer group teaching; Peer Group Teaching; Informationserschließung; Online-Recherche; Ernährungsgewohnheit; Essgewohnheit; Sexualität; Psychohygiene
Abstract	Objective: University-based peer health education is a recent development in China. The authors evaluated a newly implemented program in the Guangdong province. Participants and Methods: In September 2006, the authors conducted a cross-sectional study using self-administered questionnaires on 30 peer educators and 247 students. Results: All peer educators and the majority of student respondents positively evaluated the program. Although students preferred to seek health information online, approximately one-quarter of the student respondents would contact peer educators. Third-year students were more than twice as likely (29.1%) to contact peer educators than were fourth-year students (13.1%). The peer educators perceived diet, physical activity, safer sex, and mental health as the most relevant student health topics. Peer educators cited acquiring factual information and medical skills, rather than personal development, as the most important things learned from the program. Conclusions: Despite some promising results, Western-based peer education models may require cultural adaptation for greater effectiveness in China. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10