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This study aimed to determine the injury prevention-, safety education-, and violence-related factors pertaining to tooth fracture experience (TFE) in Korean adolescents. We used data from the 14th Korea Youth Risk Behavior Survey (KYRBS) in 2018. The 60,040 participants were selected using a complex sampling design from middle and high schools. The participants completed a self-administered questionnaire. The explanatory variables, including school safety education and violence, were assessed in relation to prevention of traumatic injuries. Complex-samples multivariable logistic regression models were applied to explain the factors related to TFE over the past 12 months. The overall prevalence of TFE was 11.4%. Risk factors related to tooth fractures were not wearing a seatbelt on an express bus, not wearing helmets while riding motorcycles and bicycles, clinical treatment due to injuries at school, injuries associated with earphone/smartphones use, and lack of school safety education such as danger evacuation training. The top risk factor was injuries associated with earphone/smartphone usage, followed by lack of familiarity with school safety education. Thus, to prevent tooth fractures among adolescents, schools should strengthen their safety education, including education regarding mobile device usage, and wearing a seatbelt and wearing a helmet. Care should be taken to manage facilities around the school and to prevent injury related to tooth fracture. Further studies on various risk factors related to tooth fractures are warranted., Competing Interests: The authors declare no conflict of interest.

Teaching elementary students about sexual health is not a common practice in the United States; however, the ability of children to understand and prevent sexual abuse could be learned in programs dedicated to improving communication about safe touch and boundaries. This study evaluates a program (i.e., "My Body, My Boundaries") currently being conducted in Mississippi with elementary age students and their parents. The hour long program taught children and their parents/guardians about proper body names and how to set clear boundaries of who can and cannot touch them. A total of 101 parents/guardians and 127 children completed the program. Significant improvement in parental self-reported knowledge was found with a pre/post-test. Recommendations for continued improvement have been provided.

Background: Previous research has shown that the inability to identify hazards is the leading cause of workplace accidents and fatalities. The lack of competency in hazard identification implies a crucial need to improve the teaching and learning approaches in construction safety training and education. Purpose/Hypothesis: This study developed the extended authentic learning framework (EALF) to design a digital simulation game (DSG) called SafeSim Hazards and tested students' perception of its effectiveness in workplace safety and health (WSH) education. Design/Methods: Undergraduates majoring in Project and Facilities Management (PFM) used SafeSim Hazards to learn about hazard identification. A questionnaire was used to collect student perceptions of the game and its effectiveness. In addition, random forest analyses were used to identify critical factors that affect the perceived achievement of learning outcomes. Results: Guidance is the most influential authentic learning factor, and game interaction is an essential design factor in influencing the perceived achievement of learning outcomes. Notably, participants reported high acceptance toward SafeSim Hazards with an average rating of 3.36 out of 4. Conclusions: The key contributions of this study are threefold: (1) An EALF is developed to facilitate the development of construction hazard identification DSG. (2) It is demonstrated that the DSG developed based on EALF is well received by students with minimum construction experience. (3) It is recommended that future construction hazard identification DSG for inexperienced trainees should emphasize guidance and game interactions.

The article presents comparative analysis of modular training as a teaching tool against traditional methods and techniques in educational institutions, particularly in higher education. Being one of the forms of interactive learning, modular training ensures efficient intermutual development of all members of educational process. It increases active learning and improves critical thinking, as well as problem solving skills. Based on several years of experimental research this article gives recommendations on modular training for improving knowledge in emergency first aid treatment for students of various educational institutions. It also briefly describes the algorithm of introducing elements of modular training for implementation of Health and Safety course.

This article provides a critical review of the current studies in VR-based health and safety training, assessment techniques, training evaluation, and its potential to improve the training evaluation outcomes in various high-risk engineering industries. The results of this analysis indicate the breadth of VR-based applications in training users on a combination of topics including risk assessment, machinery, and/or process operation in various industries. Data showed that the use of fully immersive VR increased significantly due to the improvements in hardware, display resolution, and affordability. Most of the articles used external assessment to measure the changes in the satisfaction and the declarative knowledge of trainees as these are easier to implement, while some articles started to implement internal assessment that provides an automated assessment capable of measuring complex skills. The results of the study also suggest that it has the potential to improve the training evaluation outcomes compared to traditional training methods. The findings from this study help practitioners and safety managers by providing a training design framework that may be adopted to optimise the condition of a VR-based training.

Objective: Compliance with road safety signs is important in the reduction of motorcycle accidents. The aim of this study was to implement health education intervention and assess its impact on the knowledge of and compliance with road safety signs among commercial motorcyclists in Uyo, Southern Nigeria., Method: This was an intervention study among motorcyclists in Uyo, Southern Nigeria, with a control group from a similar town. The instrument of data collection was a semi-structured interviewer administered questionnaire. Subjects were selected through multistage sampling method. Baseline data on compliance to road safety signs was collected from both groups. Motorcyclists in the intervention group were given education on the importance of compliance to road safety signs. Data was subsequently collected from both groups 3 months post intervention and analysed using the Statistical Package for the Social Sciences version 11., Result: A total of 200 respondents participated in the study, 100 from each group. Following intervention, respondents with good knowledge score increased from 21% at baseline to 82% at 3 months post intervention in the intervention group (p<0.05) and from 19% to 21% in the control group. Compliance score in the intervention group increased from 15% to 70% (p<0.05) and from 12% to 18% in the control group., Conclusion: A significant increase in compliance to road safety signs was recorded among motorcyclists in the intervention group after safety education. All motorcyclists should therefore be given education on road safety signs as this will improve compliance and lead to safer road use among them.

The early twentieth-century Futurist and Fascist sense of 'speed' as an aesthetic ideal and object of desire continues to be a pervasive and powerful influence in contemporary culture. The paper explores aspects of cultural imaginaries and discourses of the body, their relationships to the motor vehicle, and how these imaginaries play out in the health education space, specifically in a schools-based road safety programme, Fit to Drive (F2D), where the erotics and aesthetics of the human-car-machine-assemblage are made absent. In imagining the limits and possibilities of human embodiment in road safety/health education, we present encounters with the fascist psyche, with Graham -- a grotesque (baroque) creature at the heart of a collaborative art project/installation, with the folds of our bodies, and the competing possibilities of the baroque. Our intent is to invite a different engagement with the human-car-machine-assemblage, and to trouble what we include in, exclude from, school-based health education.

Purpose: The aim of this paper is to distinguish pedagogies supporting critical health literacy development in adolescent populations. Specifically, for sun safety education in schools. Design/methodology/approach: The paper draws on an exploratory intrinsic case study design to qualitatively examine the learning conditions that Pre-Service Teachers' (PsTs) mobilise to advance Health Literary (HL) in learning activities. Findings: This paper presents data that shows the different ways thirty Pre-Service Teachers (PsTs) in Western Australia conceptualise HL in sun safety education for Year 7 students (12-13 years old). Examination of three consecutive lesson plans categorised learning activities (n = 444) according to HL competencies. Data shows that the PsTs pedagogically advance HL but are constrained when conceptualising learning to support critical HL. Further examination of the lesson plans of the 11 PsTs who pedagogically advanced learning to support a critical level of health literacy, distinguished the learning conditions and pedagogies supporting critically health literate adolescents. Originality/value: By distinguishing pedagogies to situate individual and social health within broader societal goals, the paper identifies teacher education institutions as key players enabling young people to socially advocate healthier living, particularly, regarding melanoma and non-melanoma incidence.

Construction is one of the most dangerous industries in the US. Career and Technical Education (CTE) programs are important settings in which new construction workers can learn about Occupational Safety and Health (OSH). CTE programs are sometimes the only place where these workers will encounter such training. We set out to examine the quality of OSH education received by students in post-secondary CTE construction programs by conducting a survey of instructors teaching in these programs across the country. The goal was to learn the extent to which previously identified "essential elements necessary for providing effective safety and health 'education'" are spread across these programs. Our findings show instructors in these programs prioritize hands-on training, make efforts to stay current in best practices in safety and health, and regularly update their curricula. We also found that instructors need more training on effectively teaching safety and health to more meaningfully integrate such content into their trade skill courses. Finally, we found that instructors need to better model effective safety and health management systems within their classrooms to help keep students safe and set "students'" expectations for safe work when they enter their chosen trade.

The authors consider the question of computerisation in health, safety and environment teachers' training in the context of the general approaches and requirements of the Federal National Standard of Higher Education, which is realised through designing of electronic informational and educational environment. The researchers argue indispensability of the last in the process of forming informational competences, and suggest mechanisms of its realisations. The applied methods of theoretical analysis and synthesis of ideas and approaches to the stated question helped to distinguish the theoretical fundamentals of electronic informational and educational environment modelling, to demonstrate the role of electronic learning and methodological complex (ELMC) in raising the efficiency of competence-oriented higher pedagogical education in health, safety and environment within electronic informational and educational environment, the levels of formedness of student informational competences are defined.

The article deals with a currently relevant issue of training Bachelors of Education in the field of Health and Safety. It presents the results of the research conducted by the authors from 2008 to 2015 that disclose the particularities of Bachelor training in Health and Safety based on the modular and noxological approaches. The system of teachers training in the field of Health and Safety is considered from the perspective of the ideas of competence as the basis of professionalism that enables to organize a learner-centered educational process. In accordance with the logic of scientific research on the organization of the efficient educational process of Bachelors of Education training in the field of Health and Safety, a training package (teaching materials) was suggested (a combination of the content, forms, methods and training resources) aimed at forming the subject and profile-oriented competencies where the core role is performed by noxological knowledge. This is based on introducing the key concepts of "noxological competence" and "noxological activity" into scientific use.

Working in silos or working within one discipline has not improved the delivery of healthcare. With a goal to advance the healthcare quality agenda and in response to an identified need within both the educational and healthcare sector, Queen's University has established a Master's degree in Healthcare Quality [MSc(HQ)]. The interprofessional MSc(HQ) offers Canadian and international perspectives on quality, risk, and safety in healthcare using both practical and theoretical perspectives. This paper outlines pedagogical principles and approaches, and provides preliminary evidence of the effective mix of theoretical and practical underpinnings. These preliminary findings indicate that the students have entered our program with a minimal understanding of quality and patient safety and our program has expanded their comprehension. Students have claimed to feel more confident that they can apply patient safety principles in their workplace. By engaging a wide interprofessional perspective we can advance the system.

This study examined the effects of integrating instructional materials in Facebook on students' awareness and practice of laboratory safety. A quasi-experimental pretest-posttest two-group design was used in the study. The results indicate: 1.) The exposure to (Online Social Networking-Based Health Education) OSNBHE can improve students' awareness of laboratory safety (ALS) (p < 0.05); 2.) The exposure to OSNBHE can improve practice of laboratory safety (PLS) (p < 0.05); and, 3.) The ALS does not predict PLS (R[superscript 2] = 0.09, CI = 95%).

Background: Workplace safety and health is a major public health concern, but largely absent from the school health curriculum. Little is known about teachers' perceptions of teaching workplace safety and health topics. Methods: We administered a 41-item questionnaire reflecting the theory of planned behavior, modified to measure knowledge, to 242 middle and high school teachers in career and technical education and academic subjects. We conducted confirmatory factor analysis to assess the measures' psychometric properties and factorial ANOVAs to compare differences among participants' knowledge, attitude toward, self-efficacy, and intention (to teach) workplace safety and health by sex, prior work injury, and main subject taught. Results: Confirmatory factor analyses indicated the measures reflected the theory. Factorial ANOVAs suggested female teachers had statistically significantly lower mean self-efficacy scores than did male teachers to teach workplace safety and health. Male occupational career and technical education teachers demonstrated higher mean knowledge scores than male teachers in other subjects. Participants not injured at work had higher knowledge scores than those who had been injured. Conclusion: Self-efficacy (influenced by sex) and knowledge (influenced by subject taught and previous workplace injury) revealed factors that may affect teachers' provision of workplace safety and health education, a critical yet overlooked component of school health.

High school students are a critical audience for food safety. Students may enter the foodservice industry or become primary meal preparers for their families. The positive deviance food safety curriculum was developed based on the messages from the Fight BAC! Campaign. The curriculum is designed for high school students to overcome barriers to safe food handling practices. This study evaluated the effectiveness of the positive deviance approach to change food safety knowledge and behaviors among high school students. Students (n = 218) from two high schools participated in this study. The positive deviance method uses group discussions lead by the teacher who reinforces and praises behaviors, which reflect recommended food handling practices. Measurements included pre- and postsurveys, preobservations and postobservation cooking classes, take-home tasks, and in-class activities. Results indicated that the curriculum significantly increased students' food safety knowledge. Specifically, the percentage of students believing that color was a good indicator of meat doneness dropped from 52% to 17% after exposure to the curriculum. When observed, the students' compliance with recommended behaviors increased. Prior to instruction, most ground beef burgers students cooked did not reach 160°F, while after the intervention, almost all of the burgers reached 160°F or higher. The curriculum will benefit from a revision that emphasizes areas such as how to use, calibrate, and to clean food thermometers.

Background: State-level legislation regulates the posting of health warning labels (HWLs) in indoor tanning (IT) salons in the United States. Purpose: The purpose of this study was to determine the content and appearance of state-level legislation-mandated IT HWLs. Methods: We conducted a directed content analysis of IT HWLs, evaluating location, health and aesthetic risk information, health communication theory constructs, and visual components. Results: Thirty-three states require IT HWLs: 30 states require one and 3 states require two. Text for 36 labels was analyzed: 94.4% (n = 34) mentioned skin cancer and eye risks, 91.7% (n = 33) mentioned aesthetic risk, and none mentioned death. One label suggested an ultraviolet (UV)-tanning alternative and none addressed barriers to reducing IT. Seventeen electronic labels were available for visual analysis: 5.9% (n = 1) contained a symbol and 11.8% (n = 2) contained an image. Discussion: IT HWLs are widely used and present basic risk information, yet their content and design may not be robustly informed by health communication best practices, theory, or research in the comparable field of tobacco HWLs. Translation to Health Education Practice: By understanding the current content and appearance of IT HWLs, we can substantiate the need for improvements to maximize their effectiveness as educational tools for deterring IT and reducing skin cancer risk.

This article argues that teaching health campaigns from an engaged pedagogy perspective is beneficial for students, instructors, and communities. This argument is supported by a teaching and learning perspective using a motorcycle safety campaign as an exemplar. Retrospective interviews were conducted with students who participated in a graduate-level, two-course engaged pedagogy sequence. Subsequently, the instructor's perspective is used to describe challenges and offer suggestions for teaching health campaigns applying the scholarship of teaching and learning perspective. The analysis illustrates the benefits gained by incorporating a real-time health campaign into the curriculum, such as accomplishing specific course objectives while working on a bona fide safety campaign, and achieving a high level of student satisfaction. Ultimately, instructors are encouraged to incorporate this engaged approach when designing and teaching health campaign courses.

Communication between health care professionals and Aboriginal patients is complicated by cultural differences and the enduring effects of colonization. Health care providers need better training to meet the needs of Aboriginal patients and communities. We describe the development and outcomes of a community-driven service-learning program in which health professional students learn with, from, and about the community through brief immersion in summer camps put on by an Aboriginal agency to teach their own youth about their culture. Outcomes were assessed by semi-structured interviews with students and community members. Health profession students learn about important cultural differences, become more aware of their own values, beliefs and stereotypes, and consider ways to overcome communication barriers that interfere with developing trust with Aboriginal patients. These outcomes are retained long-term and influence relationships with patients in practice as well as career paths. Students are seen by the community as good role models. The opportunity to educate university students enhances the community's sense of pride in their culture.

Background: Unintentional poisoning is an important public health issue that exacts a heavy toll on our nation's seniors. However, relatively few empirical studies have examined the efficacy of poison prevention education programs on this cohort. Purpose: This study assessed the impact of a poison education program on the knowledge, perceptions, intentions, and behaviors of seniors in Missouri and West Virginia. Methods: One-hundred and twenty-seven seniors completed pre- and post-test surveys, which were designed to assess the program's efficacy. Participants were re-interviewed after four weeks to determine whether they had implemented the behaviors described in the program. Results: The results revealed that the program improved the knowledge of participants and impacted both their behavioral intentions and actual behaviors. Discussion: When taken together, these data indicate that brief educational interventions may be an effective tool in reducing the incidence of unintentional poisonings among seniors. Translation to Health Education Practice: More generally, these methods and findings suggest that single sessions of theory-driven health education can be effective for interventions among seniors. (Contains 2 tables.)

The prevention of foodborne illness in childcare centers is a major public health concern. One prevention mechanism is the education of childcare providers. Because of the very diverse population in the childcare profession, the constant turnover rate and the need for high-quality, accessible training, providing this training proves to be an ongoing challenge for many state Extension programs. TummySafe[C] met this challenge by offering food safety training via two methods. Participants either attended a traditional Extension workshop or experienced the curriculum on a computer of their choosing via CD-ROM. The Mississippi State University Extension Service's 82 county offices coordinated training for childcare providers from April 2005 to June 2006. Traditional participants (n = 829) had higher posttest score means, after adjusting for pretest knowledge, than participants in the self paced group (n = 796). An ANCOVA revealed a statistically significant difference (F = 268.00, p less than 0.05) favoring the traditional delivery method. Nonetheless, the participants of the self-paced group were highly satisfied with the training and the convenience it offered. (Contains 1 table and 4 figures.)

Objective: Adolescence is presented as a vulnerable period for accidental injury, particularly spinal cord injury, given young people's propensity for risky behaviours. School-based health promotion initiatives provide opportunities for education about the risks associated with dangerous behaviours. In this study, we aimed to describe young people's safety beliefs before and after a school-based spinal cord health promotion and awareness presentation. The effect of selected demographic characteristics on safety beliefs was also examined. Design: A pre-post design was used to record group and time point differences on a range of specific safety beliefs before and after the presentation. Setting and method: The Spinal Education and Awareness Team (SEAT) from Spinal Life Australia conducted a health promotion and awareness presentation with 1,410 students aged 14-19 years across 13 secondary schools in Queensland, Australia. Presentations took place in regional, metropolitan and provincial city schools. A survey assessing basic demographic characteristics and specific risk behaviours was completed by students before and after the presentation. Results: T-tests and chi-square analyses were conducted to examine time point and group differences in relation to the SEAT presentation and to determine relative risks between subgroups of young people. A total of 705 pre-surveys (50%) and 735 post-surveys (52%) were analysed. Overall, reported beliefs were significantly safer post-presentation compared to pre-presentation (all t > 6.93, p < 0.001). Rural adolescent boys licensed to drive emerged as a particularly risky sub-group and were over three times (odds ratio [OR] = 3.35, 95% confidence interval [CI] = 1.34, 8.40) more likely than their metropolitan peers to hold less safe beliefs relating to spinal cord injury. Conclusion: Findings indicated that the health promotion and awareness presentation increased awareness of spinal cord injury risk behaviours overall and improved adolescent-related safety beliefs. Licensed adolescent boys from rural areas reported little change in awareness post-presentation, further highlighting the importance of targeted health promotion initiatives in rural areas. Extended research is required to further explore the belief-behaviour interaction in this at-risk population.

Integration or "mainstream" of safety and health in the school curriculum is a priority for the European Union, specifically, from the publication of the Community Strategy on Occupational Safety and Health (2014-2020) published like document titled "How to adapt to the changes in society: a new community health and safety strategy". In this sense, fostering a culture of prevention in students will develop responsible attitudes in both personal and professional life. This article analyses, in a comparative way, different strategies and processes of integration of safety and health in school curricula in European Union countries (United Kingdom, France, Belgium, Italy, Spain and other countries.). The methodology is qualitative (content analysis) using the "AQUAD Five" software. The sample is the set of institutional campaigns and educational programs applied in the various European education systems. In definitive, promote safety and health in the school curriculum with success and quality assurance in the education of our students must be made from three perspectives: (1) towards a safe and healthy school: "holistic" approach; (2) safety and health as a transversal subject at school: "curriculum" approach; (3) transition from school to working life: "workplace" approach. Our proposal is: to offer key guidelines to improve the educational and organizational performance in the process of teaching and learning (Primary and Secondary Education) and integrate safety and health at school (curriculum) in order to reduce accidents of our future workers.

Paid employment is an important feature of adolescent life. Too often, it has negative health consequences, including more than 200,000 workplace injuries to 14 to 17 year olds every year. Training teens about occupational safety is part of an overall strategy to address this problem. When the project described in this article began, there were few curricula for teaching teens basic occupational safety information, and there was little research on the most effective way to deliver this information. Project staff sought to fill these gaps in resources and knowledge. They conducted formative research to determine teen knowledge and attitudes about workplace safety and about child labor laws, teens' comfort with voicing concerns at work, and the type of training they received. Staff also interviewed educators and pilot-tested a draft curriculum to determine format and content appropriate to trainers' time constraints and levels of knowledge. In response to the findings, project staff developed curricula with activities addressing hazards in workplaces, prevention strategies, child labor laws, and how to communicate effectively about workplace concerns. Activities were created to be interactive and fun, and instructor guidance was presented concisely but with sufficient background information for someone with limited knowledge of occupational health and safety. (Contains 1 table.)

Background: Older adults with low health literacy are at increased risk of nonadherence, accidental drug exposure, and adverse events. Purpose: This study evaluated older adults' knowledge and awareness of medication safety and poison prevention resources using an interactive educational game compared to a less intensive intervention involving individual review of brochures. Methods: Both groups were given pre- and postintervention surveys to assess change in knowledge. Participants were followed up at 30 days to assess knowledge retention and behavior changes. Results: A total of 101 older adults participated in the study. In the game group, the median improvement in the index score pre- and postintervention was 3, moving from 9 (interquartile range [IQR] 6, 9) to 11 (IQR 9, 12). The brochure group median improvement was 1, moving from 7.5 (IQR 6, 8) to 8 (IQR 5, 10). Comparing postintervention to 30-day follow-up, over 50% of respondents retained the correct responses. Discussion: The interactive game significantly improved knowledge regarding use of child-resistant cap, interpreting a drug facts label, medication list documentation, and who to call for advice. Translation to Health Education Practice: This educational intervention has potential to increase awareness of poison prevention resources and medication safety strategies in older adults with low health literacy.

My talk will describe two public health problems facing women and children that were the focus of the work my colleagues and I did over my years as a health behavior change researcher. I start by addressing why a focus on women and children is important from a public health perspective and then provide two mini case studies: (1) identifying needs and interventions for women living with HIV and intimate partner violence and (2) disseminating proven interventions to reduce unintentional injuries in children. The conclusions present thoughts on the contributions of health education to these public health concerns and opportunities for the future.

We compared the relative effectiveness of two educational approaches for teaching personal safety skills with 100 preschoolers. A behavioral skills training program was compared with a feelings-based program, which instructs children to trust their feelings when making safety decisions. Children's abilities to discriminate between appropriate- and inappropriate-touch requests, their prevention skills, and levels of emotional distress were assessed before, immediately, and one month after program participation. Parents and teachers were surveyed regarding children's reactions. Compared with a control presentation, both programs were effective in enhancing children's knowledge and prevention skills without making them fearful, suggesting that preschool children can benefit from such programs. However, children in the feelings-based program had difficulty recognizing the appropriateness of certain touch requests, suggesting that this approach may have limited utility with preschool-age children.