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Additional file 2: Table S1. Results for each concept one year after listening to the podcast. Table S2. Intended behaviours. Table S3. Self-efficacy. Table S4. Self-reported behaviour - awareness of treatment claims. Table S5. Self-reported behaviour - assessment of the basis of treatment claims. Table S6. Self-reported behaviour - assessment of trustworthiness of treatment claims. Table S7. Self-reported behaviour - assessment of advantages and disadvantages of treatments. Table S8. Subgroup analyses - education. Table S9. Subgroup analyses - child in school that used IHC primary school resources. Table S10. Effect of IHC primary school resources on parents.

Additional file 3. Prioritisation of Key Concepts.

Additional file 3. Distribution of scores and curves.

Additional file 1. The Claim Evaluation Tools.

The Informed Health Choices (IHC) Key Concepts are principles for thinking critically about healthcare claims and deciding what to do. The Key Concepts provide a framework for designing curricula, learning resources, and evaluation tools. The objective of this study is to prioritise which of the 49 IHC Key Concepts to include in learning resources that we are developing for lower secondary schools in East Africa, and to determine the order in which the concepts should be learned, and the competences and dispositions needed to use those Key Concepts.

The objective of this research isto develop a set of accessible digital learning resources that are experiencedas useful, usable, understandable, credible, desirable, and well-suited for use by secondary schoolstudents and teachers in Uganda, Kenya and Rwanda.

An overview of what is known from systematic reviews of the effects of teaching strategies can inform the design of learning resources and decisions about which teaching strategies to use. We are undertaking this overview to inform decisions about which teaching strategies to use to teach critical thinking to primary and secondary school students.

Additional file 2. Structured press releases and a news service

The objective of this research was to design mass media resources to enable the public to assess the trustworthiness of claims about the effects (benefits and harms) of treatments, and make appropriate health choices.

The objectives of this research were to develop the Informed Health Choices (IHC) primary school resources, and to ensure that teachers and children experienced these resources as useful, usable, understandable, credible, desirable, and well-suited to them.

Thepurposeofthisstudywasto evaluate two sets of multiple-choice questions (tests), selected for use in randomised trials of Informed Health Choices learning resources in Uganda, administrated as oral tests in Luganda and as written tests in English. &nbsp

This protocol is for a process evaluation to assess the fidelity of the Informed Health Choices (IHC) podcast; and to explore why the podcast did or did not have the intended effects, ways to scale up use of the podcast, and potential beneficial and adverse effects not measured in the trial.

School authority (headteacher) Informed Consent Form â English. (DOCX 29Â kb)

Data collection form for teachers. (DOCX 15Â kb)

Consent form Podcast trial English version. (DOCX 27 kb)

SPIRIT 2013 Checklist: IHC School Trialsâ Checklist. (DOC 120Â kb)

Setting a standard for the ‘Claim 12’ and ‘Claim 9’. (DOCX 25 kb)

Research participant (teacherâ s) Informed Consent Form â English. (DOCX 27Â kb)

Setting a standard for the “Claim 12” and “Claim 9”. (DOCX 28 kb)

Safety Monitoring and Adverse Events Form. (DOCX 28Â kb)

The Claim Evaluation Tools. (PDF 997Â kb)

Consent form Podcast trial Luganda translated version. (DOCX 29 kb)

The objectives of this research are to explore why the Informed Health Choices (IHC) primary school resources did or did not have intended effects and explain variations in effects, identify other potential adverse and beneficial effects than those that were measured in the trial, explore ways in which use of the primary school resources could be scaled up, and investigate the impact of the intervention on teachers and parents.

To make well-informed healthcare choices, they must be able to assessthe reliability of those claims. We have developed the Informed Health Choices (IHC)primary school resources to help enable them to do this.

This textbook for primary school children (10 to 12 year olds) includes a comic story that introduces and explains 12 Key Concepts, instructions for classroom activities, exercises, a list of key messages, and a glossary.

Short list of Key Concepts. (DOCX 14 kb)

Search strategy. (DOCX 30 kb)

Additional file 2: Table S1. Comparisons related to self-reported behaviours in the 1-year follow-up. Table S2. Ranges of marks and points awarded for each subject. Table S3. Exclusion criteria for self-reported behaviours. Table S4. Number of missing values for each question. Table S5. Attendance and national examinations. Table S6. Sensitivity analyses – 1-year follow-up. Table S7. Attrition, differences in test scores across strata of schools. Table S8. Intended behaviours – 1-year follow-up. Table S9. Self-efficacy. Table S10. Self-reported behaviour – awareness of treatment claims. Table S11. Self-reported behaviour – assessment of trustworthiness of treatment claims. Table S12. Consistent (correct) answers regarding certainty about treatment claims. Table S13. Self-reported behaviour – assessment of the basis of treatment claims. Table S14. Self-reported behaviour – assessment of advantages and disadvantages of treatments. Table S15. Subgroup analysis – reading skills. Table S16. Differences in reading skills. Table S17. Subgroup analysis – parent who listened to the podcast. Table S18. Exploratory analyses – P values for differences between first (end of intervention term) and second (1-year follow-up) effects. Table S19. Exploratory analyses excluding children who did not take the test both times.

Additional file 5. User Experiences of the IHC resources.

Additional file 2. Structured Observation Form- Chapter one.

Additional file 2: Table S1. Comparisons related to self-reported behaviours in the 1-year follow-up. Table S2. Ranges of marks and points awarded for each subject. Table S3. Exclusion criteria for self-reported behaviours. Table S4. Number of missing values for each question. Table S5. Attendance and national examinations. Table S6. Sensitivity analyses – 1-year follow-up. Table S7. Attrition, differences in test scores across strata of schools. Table S8. Intended behaviours – 1-year follow-up. Table S9. Self-efficacy. Table S10. Self-reported behaviour – awareness of treatment claims. Table S11. Self-reported behaviour – assessment of trustworthiness of treatment claims. Table S12. Consistent (correct) answers regarding certainty about treatment claims. Table S13. Self-reported behaviour – assessment of the basis of treatment claims. Table S14. Self-reported behaviour – assessment of advantages and disadvantages of treatments. Table S15. Subgroup analysis – reading skills. Table S16. Differences in reading skills. Table S17. Subgroup analysis – parent who listened to the podcast. Table S18. Exploratory analyses – P values for differences between first (end of intervention term) and second (1-year follow-up) effects. Table S19. Exploratory analyses excluding children who did not take the test both times.

Additional file 4. Prototyping.

Additional file 1. Overview of the development