Does Virtual versus In-Person E-Cigarette Education Have a Differential Impact?

Autor/inn/en	Gaiha, Shivani Mathur; Warnock, Amelia; Kile, Shelby; Brake, Kennon; Vong do Rosario, Clementino; Oates, Gabriela R.; Halpern-Felsher, Bonnie; Walley, Susan Chu
Titel	Does Virtual versus In-Person E-Cigarette Education Have a Differential Impact?
Quelle	In: Health Education Journal, 81 (2022) 7, S.891-900 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gaiha, Shivani Mathur) ORCID (Oates, Gabriela R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8969
DOI	10.1177/00178969221119287
Schlagwörter	Smoking; In Person Learning; Health Behavior; Risk; Drug Addiction; Prevention; Health Education; High School Students; Middle School Students; Comparative Analysis; Computer Assisted Instruction; Videoconferencing; Virtual Classrooms; Instructional Effectiveness; Knowledge Level; Electronic Equipment; Marketing; Corporations; Marijuana; Outcomes of Education; Teaching Methods; Alabama (Birmingham) + Suchen Sie Ihr Suchwort? Rauchen; Health behaviour; Gesundheitsverhalten; Risiko; Drug dependence; Drug consomption; Drogenabhängigkeit; Prävention; Vorbeugung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg; Wissensbasis; Elektronisches Gerät; Unternehmen; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Background: E-cigarette prevention education aims to mitigate adolescent e-cigarette use. Such education is increasingly delivered through virtual/video-based teaching platforms (e.g. Zoom, Google Classrooms). However, there is little evidence about the effectiveness of virtual e-cigarette education compared to in-person education on adolescents' knowledge about e-cigarettes, perceived addictiveness and intent to try e-cigarettes, cigarettes, and marijuana. Objective: To evaluate the effectiveness of virtual e-cigarette education compared to in-person education on student knowledge and perceived addictiveness of e-cigarettes and intent to try e-cigarettes. Design, Setting and Method: We conducted a pre- and post-education evaluation among 10 middle and high school students in the Greater Birmingham area, Alabama, who were non-randomly assigned to receive either virtual (n = 745) or in-person e-cigarette education (n = 286) (mean age: 14.36 years). The study used a 25-minute educational presentation about the health effects of e-cigarettes, the risks of second- and third-hand smoke, the addictive nature of nicotine, and marketing strategies of e-cigarette companies. Participants completed a 10-minute self-administered survey immediately before and after the presentation. Results and conclusion: Except for certain e-cigarette knowledge-related items, our study shows that both virtual and in-person education had similar effects on improving knowledge about e-cigarettes, increasing perceived addictiveness and reducing intent to try e-cigarettes, cigarettes and marijuana among participants. Virtual education may be applied where in-person education is not feasible (e.g. in rural communities). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01