Teaching critical thinking about health using digital technology in lower secondary schools in Rwanda: A qualitative context analysis

Adolescents encounter misleading claims about health interventions that can affect their health. Young people need to develop critical thinking skills to enable them to verify health claims and make informed choices. Schools could teach these important life skills, but educators need access to suita...

Full description

Saved in:
Bibliographic Details
Published inPloS one Vol. 16; no. 3; p. e0248773
Main Authors Mugisha, Michael, Uwitonze, Anne Marie, Chesire, Faith, Senyonga, Ronald, Oxman, Matt, Nsangi, Allen, Semakula, Daniel, Kaseje, Margaret, Lewin, Simon, Sewankambo, Nelson, Nyirazinyoye, Laetitia, Oxman, Andrew D., Rosenbaum, Sarah
Format Journal Article
LanguageEnglish
Published United States Public Library of Science 22.03.2021
PLOS
Public Library of Science (PLoS)
Subjects
Biology and Life Sciences
Computer and Information Sciences
Context
Critical thinking
Curricula
Data analysis
Data collection
Decision analysis
Digital technology
Editing
Educational aspects
Focus groups
Health aspects
Health sciences
High school students
Learning
Medical research
Medicine
Medicine and Health Sciences
Methodology
People and Places
Public health
Qualitative analysis
Research and Analysis Methods
Reviews
Schools
Secondary schools
Social Sciences
Society
Students
Teaching
Technology
Technology application
Technology utilization
Teenagers
Rwanda
Uganda
Kenya
Norway
Kampala Uganda
Online AccessGet full text

Cover

Abstract Adolescents encounter misleading claims about health interventions that can affect their health. Young people need to develop critical thinking skills to enable them to verify health claims and make informed choices. Schools could teach these important life skills, but educators need access to suitable learning resources that are aligned with their curriculum. The overall objective of this context analysis was to explore conditions for teaching critical thinking about health interventions using digital technology to lower secondary school students in Rwanda. We undertook a qualitative descriptive study using four methods: document review, key informant interviews, focus group discussions, and observations. We reviewed 29 documents related to the national curriculum and ICT conditions in secondary schools. We conducted 8 interviews and 5 focus group discussions with students, teachers, and policy makers. We observed ICT conditions and use in five schools. We analysed the data using a framework analysis approach. Two major themes found. The first was demand for teaching critical thinking about health. The current curriculum explicitly aims to develop critical thinking competences in students. Critical thinking and health topics are taught across subjects. But understanding and teaching of critical thinking varies among teachers, and critical thinking about health is not being taught. The second theme was the current and expected ICT conditions. Most public schools have computers, projectors, and internet connectivity. However, use of ICT in teaching is limited, due in part to low computer to student ratios. There is a need for learning resources to develop critical thinking skills generally and critical thinking about health specifically. Such skills could be taught within the existing curriculum using available ICT technologies. Digital resources for teaching critical thinking about health should be designed so that they can be used flexibly across subjects and easily by teachers and students.
AbstractList Introduction Adolescents encounter misleading claims about health interventions that can affect their health. Young people need to develop critical thinking skills to enable them to verify health claims and make informed choices. Schools could teach these important life skills, but educators need access to suitable learning resources that are aligned with their curriculum. The overall objective of this context analysis was to explore conditions for teaching critical thinking about health interventions using digital technology to lower secondary school students in Rwanda. Methods We undertook a qualitative descriptive study using four methods: document review, key informant interviews, focus group discussions, and observations. We reviewed 29 documents related to the national curriculum and ICT conditions in secondary schools. We conducted 8 interviews and 5 focus group discussions with students, teachers, and policy makers. We observed ICT conditions and use in five schools. We analysed the data using a framework analysis approach. Results Two major themes found. The first was demand for teaching critical thinking about health. The current curriculum explicitly aims to develop critical thinking competences in students. Critical thinking and health topics are taught across subjects. But understanding and teaching of critical thinking varies among teachers, and critical thinking about health is not being taught. The second theme was the current and expected ICT conditions. Most public schools have computers, projectors, and internet connectivity. However, use of ICT in teaching is limited, due in part to low computer to student ratios. Conclusions There is a need for learning resources to develop critical thinking skills generally and critical thinking about health specifically. Such skills could be taught within the existing curriculum using available ICT technologies. Digital resources for teaching critical thinking about health should be designed so that they can be used flexibly across subjects and easily by teachers and students.
Introduction Adolescents encounter misleading claims about health interventions that can affect their health. Young people need to develop critical thinking skills to enable them to verify health claims and make informed choices. Schools could teach these important life skills, but educators need access to suitable learning resources that are aligned with their curriculum. The overall objective of this context analysis was to explore conditions for teaching critical thinking about health interventions using digital technology to lower secondary school students in Rwanda. Methods We undertook a qualitative descriptive study using four methods: document review, key informant interviews, focus group discussions, and observations. We reviewed 29 documents related to the national curriculum and ICT conditions in secondary schools. We conducted 8 interviews and 5 focus group discussions with students, teachers, and policy makers. We observed ICT conditions and use in five schools. We analysed the data using a framework analysis approach. Results Two major themes found. The first was demand for teaching critical thinking about health. The current curriculum explicitly aims to develop critical thinking competences in students. Critical thinking and health topics are taught across subjects. But understanding and teaching of critical thinking varies among teachers, and critical thinking about health is not being taught. The second theme was the current and expected ICT conditions. Most public schools have computers, projectors, and internet connectivity. However, use of ICT in teaching is limited, due in part to low computer to student ratios. Conclusions There is a need for learning resources to develop critical thinking skills generally and critical thinking about health specifically. Such skills could be taught within the existing curriculum using available ICT technologies. Digital resources for teaching critical thinking about health should be designed so that they can be used flexibly across subjects and easily by teachers and students.
Adolescents encounter misleading claims about health interventions that can affect their health. Young people need to develop critical thinking skills to enable them to verify health claims and make informed choices. Schools could teach these important life skills, but educators need access to suitable learning resources that are aligned with their curriculum. The overall objective of this context analysis was to explore conditions for teaching critical thinking about health interventions using digital technology to lower secondary school students in Rwanda. We undertook a qualitative descriptive study using four methods: document review, key informant interviews, focus group discussions, and observations. We reviewed 29 documents related to the national curriculum and ICT conditions in secondary schools. We conducted 8 interviews and 5 focus group discussions with students, teachers, and policy makers. We observed ICT conditions and use in five schools. We analysed the data using a framework analysis approach. Two major themes found. The first was demand for teaching critical thinking about health. The current curriculum explicitly aims to develop critical thinking competences in students. Critical thinking and health topics are taught across subjects. But understanding and teaching of critical thinking varies among teachers, and critical thinking about health is not being taught. The second theme was the current and expected ICT conditions. Most public schools have computers, projectors, and internet connectivity. However, use of ICT in teaching is limited, due in part to low computer to student ratios. There is a need for learning resources to develop critical thinking skills generally and critical thinking about health specifically. Such skills could be taught within the existing curriculum using available ICT technologies. Digital resources for teaching critical thinking about health should be designed so that they can be used flexibly across subjects and easily by teachers and students.
IntroductionAdolescents encounter misleading claims about health interventions that can affect their health. Young people need to develop critical thinking skills to enable them to verify health claims and make informed choices. Schools could teach these important life skills, but educators need access to suitable learning resources that are aligned with their curriculum. The overall objective of this context analysis was to explore conditions for teaching critical thinking about health interventions using digital technology to lower secondary school students in Rwanda.MethodsWe undertook a qualitative descriptive study using four methods: document review, key informant interviews, focus group discussions, and observations. We reviewed 29 documents related to the national curriculum and ICT conditions in secondary schools. We conducted 8 interviews and 5 focus group discussions with students, teachers, and policy makers. We observed ICT conditions and use in five schools. We analysed the data using a framework analysis approach.ResultsTwo major themes found. The first was demand for teaching critical thinking about health. The current curriculum explicitly aims to develop critical thinking competences in students. Critical thinking and health topics are taught across subjects. But understanding and teaching of critical thinking varies among teachers, and critical thinking about health is not being taught. The second theme was the current and expected ICT conditions. Most public schools have computers, projectors, and internet connectivity. However, use of ICT in teaching is limited, due in part to low computer to student ratios.ConclusionsThere is a need for learning resources to develop critical thinking skills generally and critical thinking about health specifically. Such skills could be taught within the existing curriculum using available ICT technologies. Digital resources for teaching critical thinking about health should be designed so that they can be used flexibly across subjects and easily by teachers and students.
About the Authors: Michael Mugisha Roles Conceptualization, Data curation, Formal analysis, Methodology, Project administration, Validation, Writing – original draft, Writing – review & editing Affiliations Institute of Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway, School of Public Health, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda Anne Marie Uwitonze Roles Data curation, Formal analysis, Writing – review & editing Affiliation: School of Public Health, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda Faith Chesire Roles Conceptualization, Methodology, Validation, Writing – review & editing Affiliations Institute of Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway, Tropical Institute of Community Health and Development, Kisumu, Kenya Ronald Senyonga Roles Conceptualization, Methodology, Writing – review & editing Affiliations Institute of Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway, Department of Medicine, Makerere University, College of Health Sciences, Kampala, Uganda Matt Oxman Roles Conceptualization, Methodology, Validation, Writing – review & editing Affiliations Centre for Informed Health Choices, Norwegian Institute of Public Health, Oslo, Norway, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway ORCID logo https://orcid.org/0000-0002-6323-9620 Allen Nsangi Roles Conceptualization, Methodology, Validation, Writing – review & editing Affiliation: Department of Medicine, Makerere University, College of Health Sciences, Kampala, Uganda Daniel Semakula Roles Conceptualization, Methodology, Validation, Writing – review & editing Affiliation: Department of Medicine, Makerere University, College of Health Sciences, Kampala, Uganda Margaret Kaseje Roles Conceptualization, Methodology, Validation, Writing – review & editing Affiliation: Tropical Institute of Community Health and Development, Kisumu, Kenya Simon Lewin Roles Formal analysis, Methodology, Writing – review & editing Affiliations Centre for Informed Health Choices, Norwegian Institute of Public Health, Oslo, Norway, Health Systems Research Unit, South African Medical Research Council, Cape Town, South Africa Nelson Sewankambo Roles Conceptualization, Methodology, Writing – review & editing Affiliation: Department of Medicine, Makerere University, College of Health Sciences, Kampala, Uganda Laetitia Nyirazinyoye Roles Conceptualization, Data curation, Methodology, Project administration, Supervision, Validation, Visualization, Writing – review & editing Affiliation: School of Public Health, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda Andrew D. Oxman Roles Conceptualization, Funding acquisition, Methodology, Project administration, Validation, Writing – review & editing Affiliation: Centre for Informed Health Choices, Norwegian Institute of Public Health, Oslo, Norway Sarah Rosenbaum Roles Conceptualization, Formal analysis, Methodology, Supervision, Validation, Writing – review & editing * E-mail: saro@fhi.no Affiliation: Centre for Informed Health Choices, Norwegian Institute of Public Health, Oslo, Norway ORCID logo https://orcid.org/0000-0001-8334-7664 Abstract Introduction Adolescents encounter misleading claims about health interventions that can affect their health. The overall objective of this context analysis was to explore conditions for teaching critical thinking about health interventions using digital technology to lower secondary school students in Rwanda. Methods We undertook a qualitative descriptive study using four methods: document review, key informant interviews, focus group discussions, and observations. The funder had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.
Adolescents encounter misleading claims about health interventions that can affect their health. Young people need to develop critical thinking skills to enable them to verify health claims and make informed choices. Schools could teach these important life skills, but educators need access to suitable learning resources that are aligned with their curriculum. The overall objective of this context analysis was to explore conditions for teaching critical thinking about health interventions using digital technology to lower secondary school students in Rwanda. We undertook a qualitative descriptive study using four methods: document review, key informant interviews, focus group discussions, and observations. We reviewed 29 documents related to the national curriculum and ICT conditions in secondary schools. We conducted 8 interviews and 5 focus group discussions with students, teachers, and policy makers. We observed ICT conditions and use in five schools. We analysed the data using a framework analysis approach. Two major themes found. The first was demand for teaching critical thinking about health. The current curriculum explicitly aims to develop critical thinking competences in students. Critical thinking and health topics are taught across subjects. But understanding and teaching of critical thinking varies among teachers, and critical thinking about health is not being taught. The second theme was the current and expected ICT conditions. Most public schools have computers, projectors, and internet connectivity. However, use of ICT in teaching is limited, due in part to low computer to student ratios. There is a need for learning resources to develop critical thinking skills generally and critical thinking about health specifically. Such skills could be taught within the existing curriculum using available ICT technologies. Digital resources for teaching critical thinking about health should be designed so that they can be used flexibly across subjects and easily by teachers and students.
Adolescents encounter misleading claims about health interventions that can affect their health. Young people need to develop critical thinking skills to enable them to verify health claims and make informed choices. Schools could teach these important life skills, but educators need access to suitable learning resources that are aligned with their curriculum. The overall objective of this context analysis was to explore conditions for teaching critical thinking about health interventions using digital technology to lower secondary school students in Rwanda.INTRODUCTIONAdolescents encounter misleading claims about health interventions that can affect their health. Young people need to develop critical thinking skills to enable them to verify health claims and make informed choices. Schools could teach these important life skills, but educators need access to suitable learning resources that are aligned with their curriculum. The overall objective of this context analysis was to explore conditions for teaching critical thinking about health interventions using digital technology to lower secondary school students in Rwanda.We undertook a qualitative descriptive study using four methods: document review, key informant interviews, focus group discussions, and observations. We reviewed 29 documents related to the national curriculum and ICT conditions in secondary schools. We conducted 8 interviews and 5 focus group discussions with students, teachers, and policy makers. We observed ICT conditions and use in five schools. We analysed the data using a framework analysis approach.METHODSWe undertook a qualitative descriptive study using four methods: document review, key informant interviews, focus group discussions, and observations. We reviewed 29 documents related to the national curriculum and ICT conditions in secondary schools. We conducted 8 interviews and 5 focus group discussions with students, teachers, and policy makers. We observed ICT conditions and use in five schools. We analysed the data using a framework analysis approach.Two major themes found. The first was demand for teaching critical thinking about health. The current curriculum explicitly aims to develop critical thinking competences in students. Critical thinking and health topics are taught across subjects. But understanding and teaching of critical thinking varies among teachers, and critical thinking about health is not being taught. The second theme was the current and expected ICT conditions. Most public schools have computers, projectors, and internet connectivity. However, use of ICT in teaching is limited, due in part to low computer to student ratios.RESULTSTwo major themes found. The first was demand for teaching critical thinking about health. The current curriculum explicitly aims to develop critical thinking competences in students. Critical thinking and health topics are taught across subjects. But understanding and teaching of critical thinking varies among teachers, and critical thinking about health is not being taught. The second theme was the current and expected ICT conditions. Most public schools have computers, projectors, and internet connectivity. However, use of ICT in teaching is limited, due in part to low computer to student ratios.There is a need for learning resources to develop critical thinking skills generally and critical thinking about health specifically. Such skills could be taught within the existing curriculum using available ICT technologies. Digital resources for teaching critical thinking about health should be designed so that they can be used flexibly across subjects and easily by teachers and students.CONCLUSIONSThere is a need for learning resources to develop critical thinking skills generally and critical thinking about health specifically. Such skills could be taught within the existing curriculum using available ICT technologies. Digital resources for teaching critical thinking about health should be designed so that they can be used flexibly across subjects and easily by teachers and students.
Audience Academic
Author Sewankambo, Nelson
Kaseje, Margaret
Lewin, Simon
Nsangi, Allen
Senyonga, Ronald
Oxman, Matt
Nyirazinyoye, Laetitia
Mugisha, Michael
Semakula, Daniel
Uwitonze, Anne Marie
Chesire, Faith
Rosenbaum, Sarah
Oxman, Andrew D.
AuthorAffiliation 1 Institute of Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway
5 Centre for Informed Health Choices, Norwegian Institute of Public Health, Oslo, Norway
2 School of Public Health, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda
3 Tropical Institute of Community Health and Development, Kisumu, Kenya
6 Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway
7 Health Systems Research Unit, South African Medical Research Council, Cape Town, South Africa
National Taiwan University of Science and Technology, TAIWAN
4 Department of Medicine, Makerere University, College of Health Sciences, Kampala, Uganda
AuthorAffiliation_xml – name: National Taiwan University of Science and Technology, TAIWAN
– name: 3 Tropical Institute of Community Health and Development, Kisumu, Kenya
– name: 5 Centre for Informed Health Choices, Norwegian Institute of Public Health, Oslo, Norway
– name: 2 School of Public Health, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda
– name: 4 Department of Medicine, Makerere University, College of Health Sciences, Kampala, Uganda
– name: 1 Institute of Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway
– name: 6 Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway
– name: 7 Health Systems Research Unit, South African Medical Research Council, Cape Town, South Africa
Author_xml – sequence: 1
  givenname: Michael
  surname: Mugisha
  fullname: Mugisha, Michael
– sequence: 2
  givenname: Anne Marie
  surname: Uwitonze
  fullname: Uwitonze, Anne Marie
– sequence: 3
  givenname: Faith
  surname: Chesire
  fullname: Chesire, Faith
– sequence: 4
  givenname: Ronald
  surname: Senyonga
  fullname: Senyonga, Ronald
– sequence: 5
  givenname: Matt
  orcidid: 0000-0002-6323-9620
  surname: Oxman
  fullname: Oxman, Matt
– sequence: 6
  givenname: Allen
  surname: Nsangi
  fullname: Nsangi, Allen
– sequence: 7
  givenname: Daniel
  surname: Semakula
  fullname: Semakula, Daniel
– sequence: 8
  givenname: Margaret
  surname: Kaseje
  fullname: Kaseje, Margaret
– sequence: 9
  givenname: Simon
  surname: Lewin
  fullname: Lewin, Simon
– sequence: 10
  givenname: Nelson
  surname: Sewankambo
  fullname: Sewankambo, Nelson
– sequence: 11
  givenname: Laetitia
  surname: Nyirazinyoye
  fullname: Nyirazinyoye, Laetitia
– sequence: 12
  givenname: Andrew D.
  surname: Oxman
  fullname: Oxman, Andrew D.
– sequence: 13
  givenname: Sarah
  orcidid: 0000-0001-8334-7664
  surname: Rosenbaum
  fullname: Rosenbaum, Sarah
BackLink https://www.ncbi.nlm.nih.gov/pubmed/33750971$$D View this record in MEDLINE/PubMed
BookMark eNqNk9tq3DAQhk1JaQ7tG5TWECjtxW51sGU5F4Ul9LAQCKSht2Isy16lWmljyUnzAH3vyrveNBtCKQYfxt8_0syvOUz2rLMqSV5jNMW0wB-vXN9ZMNNVDE8RyXhR0GfJAS4pmTCC6N6D9_3k0PsrhHLKGXuR7FNa5Kgs8EHy-1KBXGjbprLTQUswaYifP4cIVK4P6UKBCYu090Oo1q0OA6Pkwjrj2rtU29S4W9WlXklna-juUi8Xzhk__Lq4hRg7SWfpdQ8maoO-UWkEg_oVUogF3HntXybPGzBevRqfR8nll8-Xp98mZ-df56ezs4ksMAsTiRWwOq8JYw3PUaVkXdKMSI7jvakx56ShdQ0NVSQyElgDUIDCUtIsb-hR8naTdmWcF2MDvSA5oowWGckiMd8QtYMrser0MtYjHGixDriuFdDFNhklSl4rBkghisusaliVc0SAVxUB2ijJY65P42p9tVS1VDZ0YHaS7v6xeiFadyOKkmeM8L_bjdb4oK2wrgOBEc-J4AVjOBLvxyU6d90rH8RSe6mMAatcv64soxnP1-jxI_Tp-keqhViito2LO5NDUjFjeV5iykgRqekTVLxqtdTRW9XoGN8RfNgRjP630Hsv5t8v_p89_7HLvnvAbk6qd6YP2lm_C7556MW9CdtBiEC27bXzvlPNPYKRGOZt2y4xzJsY5y3KTh7J5PqMu8FRbf4t_gPyCjKb
CitedBy_id crossref_primary_10_9745_GHSP_D_23_00485
crossref_primary_10_29303_jpft_v10i1_7127
crossref_primary_10_9745_GHSP_D_23_00483
crossref_primary_10_1186_s13063_024_08577_w
crossref_primary_10_9745_GHSP_D_23_00484
crossref_primary_10_1016_j_edumed_2024_100976
crossref_primary_10_1111_jebm_12551
crossref_primary_10_12688_f1000research_123051_2
crossref_primary_10_12688_f1000research_123051_1
crossref_primary_10_1371_journal_pone_0267422
crossref_primary_10_12688_f1000research_158042_1
crossref_primary_10_12688_f1000research_158087_1
crossref_primary_10_1371_journal_pone_0286112
crossref_primary_10_12688_f1000research_132580_1
crossref_primary_10_12688_f1000research_132580_2
crossref_primary_10_1371_journal_pone_0279986
crossref_primary_10_12688_f1000research_132580_3
crossref_primary_10_1111_jebm_12552
crossref_primary_10_1371_journal_pone_0260367
crossref_primary_10_1111_jebm_12556
Cites_doi 10.1136/ebmed-2017-110829
10.4135/9781412986274.n12
10.1186/s40814-020-00565-6
10.1001/jama.2012.362
10.1038/nature25770
10.1136/bmjopen-2019-030787
10.1007/s11113-016-9396-y
10.4269/ajtmh.20-0812
10.1186/1471-2288-11-26
10.1136/bmj.320.7227.114
10.1080/02188791.2018.1535424
10.20533/ijels.2046.4568.2012.0025
10.1186/s13063-019-3960-9
10.1111/jebm.12176
10.17226/10883
10.1093/heapro/16.3.289
10.1016/S0140-6736(16)32585-5
10.4000/cres.3010
10.12688/f1000research.16771.1
10.1177/1525822X05279903
10.2105/AJPH.2014.302348
10.1136/bmjopen-2019-031510
10.1002/1098-240X(200008)23:4<334::AID-NUR9>3.0.CO;2-G
10.1186/s13012-017-0689-2
10.1186/1471-2458-12-80
10.1016/S0140-6736(16)30946-1
10.1016/S0140-6736(17)31226-6
10.1371/journal.pmed.1001895
10.7326/0003-4819-155-2-201107190-00005
10.1186/s13012-017-0688-3
10.1080/00461520.2014.917589
10.1186/s13643-018-0719-4
10.1080/00220272.2012.668938
10.1016/S0140-6736(03)13811-1
ContentType Journal Article
Copyright COPYRIGHT 2021 Public Library of Science
2021 Mugisha et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.
info:eu-repo/semantics/openAccess
2021 Mugisha et al 2021 Mugisha et al
Copyright_xml – notice: COPYRIGHT 2021 Public Library of Science
– notice: 2021 Mugisha et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.
– notice: info:eu-repo/semantics/openAccess
– notice: 2021 Mugisha et al 2021 Mugisha et al
DBID AAYXX
CITATION
NPM
IOV
ISR
3V.
7QG
7QL
7QO
7RV
7SN
7SS
7T5
7TG
7TM
7U9
7X2
7X7
7XB
88E
8AO
8C1
8FD
8FE
8FG
8FH
8FI
8FJ
8FK
ABJCF
ABUWG
AEUYN
AFKRA
ARAPS
ATCPS
AZQEC
BBNVY
BENPR
BGLVJ
BHPHI
C1K
CCPQU
COVID
D1I
DWQXO
FR3
FYUFA
GHDGH
GNUQQ
H94
HCIFZ
K9.
KB.
KB0
KL.
L6V
LK8
M0K
M0S
M1P
M7N
M7P
M7S
NAPCQ
P5Z
P62
P64
PATMY
PDBOC
PHGZM
PHGZT
PIMPY
PJZUB
PKEHL
PPXIY
PQEST
PQGLB
PQQKQ
PQUKI
PTHSS
PYCSY
RC3
7X8
3HK
5PM
DOA
DOI 10.1371/journal.pone.0248773
DatabaseName CrossRef
PubMed
Opposing Viewpoints In Context
Gale In Context: Science
ProQuest Central (Corporate)
Animal Behavior Abstracts
Bacteriology Abstracts (Microbiology B)
Biotechnology Research Abstracts
Nursing & Allied Health Database
Ecology Abstracts
Entomology Abstracts (Full archive)
Immunology Abstracts
Meteorological & Geoastrophysical Abstracts
Nucleic Acids Abstracts
Virology and AIDS Abstracts
Agricultural Science Collection
Health & Medical Collection
ProQuest Central (purchase pre-March 2016)
Medical Database (Alumni Edition)
ProQuest Pharma Collection
Public Health Database
Technology Research Database
ProQuest SciTech Collection
ProQuest Technology Collection
ProQuest Natural Science Collection
Hospital Premium Collection
Hospital Premium Collection (Alumni Edition)
ProQuest Central (Alumni) (purchase pre-March 2016)
Materials Science & Engineering Collection
ProQuest Central (Alumni)
ProQuest One Sustainability
ProQuest Central UK/Ireland
Advanced Technologies & Aerospace Collection
Agricultural & Environmental Science Collection
ProQuest Central Essentials
Biological Science Collection
ProQuest Central
Technology Collection
Natural Science Collection
Environmental Sciences and Pollution Management
ProQuest One Community College
Coronavirus Research Database
ProQuest Materials Science Collection
ProQuest Central Korea
Engineering Research Database
Health Research Premium Collection
Health Research Premium Collection (Alumni)
ProQuest Central Student
AIDS and Cancer Research Abstracts
SciTech Premium Collection
ProQuest Health & Medical Complete (Alumni)
Materials Science Database
Nursing & Allied Health Database (Alumni Edition)
Meteorological & Geoastrophysical Abstracts - Academic
ProQuest Engineering Collection
Biological Sciences
Agricultural Science Database
ProQuest Health & Medical Collection
Medical Database
Algology Mycology and Protozoology Abstracts (Microbiology C)
Biological Science Database
Engineering Database
Nursing & Allied Health Premium
Advanced Technologies & Aerospace Database
ProQuest Advanced Technologies & Aerospace Collection
Biotechnology and BioEngineering Abstracts
Environmental Science Database
Materials Science Collection
ProQuest Central Premium
ProQuest One Academic
Publicly Available Content Database
ProQuest Health & Medical Research Collection
ProQuest One Academic Middle East (New)
ProQuest One Health & Nursing
ProQuest One Academic Eastern Edition (DO NOT USE)
ProQuest One Applied & Life Sciences
ProQuest One Academic
ProQuest One Academic UKI Edition
Engineering Collection
Environmental Science Collection
Genetics Abstracts
MEDLINE - Academic
NORA - Norwegian Open Research Archives
PubMed Central (Full Participant titles)
Directory of Open Access Journals - May need to register for free articles
DatabaseTitle CrossRef
PubMed
Agricultural Science Database
Publicly Available Content Database
ProQuest Central Student
ProQuest Advanced Technologies & Aerospace Collection
ProQuest Central Essentials
Nucleic Acids Abstracts
SciTech Premium Collection
Environmental Sciences and Pollution Management
ProQuest One Applied & Life Sciences
ProQuest One Sustainability
Health Research Premium Collection
Meteorological & Geoastrophysical Abstracts
Natural Science Collection
Health & Medical Research Collection
Biological Science Collection
ProQuest Central (New)
ProQuest Medical Library (Alumni)
Engineering Collection
Advanced Technologies & Aerospace Collection
Engineering Database
Virology and AIDS Abstracts
ProQuest Biological Science Collection
ProQuest One Academic Eastern Edition
Agricultural Science Collection
Coronavirus Research Database
ProQuest Hospital Collection
ProQuest Technology Collection
Health Research Premium Collection (Alumni)
Biological Science Database
Ecology Abstracts
ProQuest Hospital Collection (Alumni)
Biotechnology and BioEngineering Abstracts
Environmental Science Collection
Entomology Abstracts
Nursing & Allied Health Premium
ProQuest Health & Medical Complete
ProQuest One Academic UKI Edition
Environmental Science Database
ProQuest Nursing & Allied Health Source (Alumni)
Engineering Research Database
ProQuest One Academic
Meteorological & Geoastrophysical Abstracts - Academic
ProQuest One Academic (New)
Technology Collection
Technology Research Database
ProQuest One Academic Middle East (New)
Materials Science Collection
ProQuest Health & Medical Complete (Alumni)
ProQuest Central (Alumni Edition)
ProQuest One Community College
ProQuest One Health & Nursing
ProQuest Natural Science Collection
ProQuest Pharma Collection
ProQuest Central
ProQuest Health & Medical Research Collection
Genetics Abstracts
ProQuest Engineering Collection
Biotechnology Research Abstracts
Health and Medicine Complete (Alumni Edition)
ProQuest Central Korea
Bacteriology Abstracts (Microbiology B)
Algology Mycology and Protozoology Abstracts (Microbiology C)
Agricultural & Environmental Science Collection
AIDS and Cancer Research Abstracts
Materials Science Database
ProQuest Materials Science Collection
ProQuest Public Health
ProQuest Nursing & Allied Health Source
ProQuest SciTech Collection
Advanced Technologies & Aerospace Database
ProQuest Medical Library
Animal Behavior Abstracts
Materials Science & Engineering Collection
Immunology Abstracts
ProQuest Central (Alumni)
MEDLINE - Academic
DatabaseTitleList






PubMed

MEDLINE - Academic
Database_xml – sequence: 1
  dbid: DOA
  name: DOAJ Open Access Full Text
  url: https://www.doaj.org/
  sourceTypes: Open Website
– sequence: 2
  dbid: NPM
  name: PubMed
  url: https://proxy.k.utb.cz/login?url=http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed
  sourceTypes: Index Database
– sequence: 3
  dbid: 8FG
  name: ProQuest Technology Collection
  url: https://search.proquest.com/technologycollection1
  sourceTypes: Aggregation Database
DeliveryMethod fulltext_linktorsrc
Discipline Sciences (General)
Medicine
Public Health
DocumentTitleAlternate Context analysis of teaching critical thinking about health in Rwanda
EISSN 1932-6203
ExternalDocumentID 2503637424
oai_doaj_org_article_98de6a0e03194bf6b5802a8bb2a3fec8
PMC7984628
10852_87661
A655913627
33750971
10_1371_journal_pone_0248773
Genre Journal Article
GeographicLocations Rwanda
Uganda
Kenya
Norway
Kampala Uganda
GeographicLocations_xml – name: Rwanda
– name: Uganda
– name: Kampala Uganda
– name: Kenya
– name: Norway
GrantInformation_xml – fundername: ;
  grantid: 69006
GroupedDBID ---
123
29O
2WC
53G
5VS
7RV
7X2
7X7
7XC
88E
8AO
8C1
8CJ
8FE
8FG
8FH
8FI
8FJ
A8Z
AAFWJ
AAUCC
AAWOE
AAYXX
ABDBF
ABIVO
ABJCF
ABUWG
ACGFO
ACIHN
ACIWK
ACPRK
ACUHS
ADBBV
AEAQA
AENEX
AEUYN
AFKRA
AFPKN
AFRAH
AHMBA
ALIPV
ALMA_UNASSIGNED_HOLDINGS
AOIJS
APEBS
ARAPS
ATCPS
BAWUL
BBNVY
BCNDV
BENPR
BGLVJ
BHPHI
BKEYQ
BPHCQ
BVXVI
BWKFM
CCPQU
CITATION
CS3
D1I
D1J
D1K
DIK
DU5
E3Z
EAP
EAS
EBD
EMOBN
ESX
EX3
F5P
FPL
FYUFA
GROUPED_DOAJ
GX1
HCIFZ
HH5
HMCUK
HYE
IAO
IEA
IGS
IHR
IHW
INH
INR
IOV
IPY
ISE
ISR
ITC
K6-
KB.
KQ8
L6V
LK5
LK8
M0K
M1P
M48
M7P
M7R
M7S
M~E
NAPCQ
O5R
O5S
OK1
OVT
P2P
P62
PATMY
PDBOC
PHGZM
PHGZT
PIMPY
PQQKQ
PROAC
PSQYO
PTHSS
PV9
PYCSY
RNS
RPM
RZL
SV3
TR2
UKHRP
WOQ
WOW
~02
~KM
3V.
ADRAZ
BBORY
IPNFZ
NPM
RIG
PMFND
7QG
7QL
7QO
7SN
7SS
7T5
7TG
7TM
7U9
7XB
8FD
8FK
AZQEC
C1K
COVID
DWQXO
FR3
GNUQQ
H94
K9.
KL.
M7N
P64
PJZUB
PKEHL
PPXIY
PQEST
PQGLB
PQUKI
RC3
7X8
3HK
5PM
PUEGO
-
02
AAPBV
ABPTK
ADACO
BBAFP
KM
ID FETCH-LOGICAL-c716t-c1ea6d5d266f850becd9342c81342fd1882f3ddaf3e2266ca6faa7ae1cc345f3
IEDL.DBID M48
ISSN 1932-6203
IngestDate Fri Nov 26 17:12:35 EST 2021
Wed Aug 27 01:29:36 EDT 2025
Thu Aug 21 13:21:07 EDT 2025
Tue Jul 08 13:16:57 EDT 2025
Thu Jul 10 17:19:56 EDT 2025
Fri Jul 25 11:25:35 EDT 2025
Tue Jun 17 20:51:13 EDT 2025
Tue Jun 10 20:33:34 EDT 2025
Fri Jun 27 03:38:21 EDT 2025
Fri Jun 27 04:26:02 EDT 2025
Thu May 22 21:23:07 EDT 2025
Wed Feb 19 02:28:30 EST 2025
Tue Jul 01 00:41:44 EDT 2025
Thu Apr 24 23:02:01 EDT 2025
IsDoiOpenAccess true
IsOpenAccess true
IsPeerReviewed true
IsScholarly true
Issue 3
Language English
License This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Creative Commons Attribution License
LinkModel DirectLink
MergedId FETCHMERGED-LOGICAL-c716t-c1ea6d5d266f850becd9342c81342fd1882f3ddaf3e2266ca6faa7ae1cc345f3
Notes ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
content type line 23
NFR/284683
Competing Interests: The authors have declared that no competing interests exist.
ORCID 0000-0002-6323-9620
0000-0001-8334-7664
OpenAccessLink http://journals.scholarsportal.info/openUrl.xqy?doi=10.1371/journal.pone.0248773
PMID 33750971
PQID 2503637424
PQPubID 1436336
PageCount e0248773
ParticipantIDs plos_journals_2503637424
doaj_primary_oai_doaj_org_article_98de6a0e03194bf6b5802a8bb2a3fec8
pubmedcentral_primary_oai_pubmedcentral_nih_gov_7984628
cristin_nora_10852_87661
proquest_miscellaneous_2504348561
proquest_journals_2503637424
gale_infotracmisc_A655913627
gale_infotracacademiconefile_A655913627
gale_incontextgauss_ISR_A655913627
gale_incontextgauss_IOV_A655913627
gale_healthsolutions_A655913627
pubmed_primary_33750971
crossref_primary_10_1371_journal_pone_0248773
crossref_citationtrail_10_1371_journal_pone_0248773
ProviderPackageCode CITATION
AAYXX
PublicationCentury 2000
PublicationDate 2021-03-22
PublicationDateYYYYMMDD 2021-03-22
PublicationDate_xml – month: 03
  year: 2021
  text: 2021-03-22
  day: 22
PublicationDecade 2020
PublicationPlace United States
PublicationPlace_xml – name: United States
– name: San Francisco
– name: San Francisco, CA USA
PublicationTitle PloS one
PublicationTitleAlternate PLoS One
PublicationYear 2021
Publisher Public Library of Science
PLOS
Public Library of Science (PLoS)
Publisher_xml – name: Public Library of Science
– name: PLOS
– name: Public Library of Science (PLoS)
References A Nsangi (pone.0248773.ref022) 2015; 8
A Nsangi (pone.0248773.ref024) 2017; 390
C Pope (pone.0248773.ref038) 2000; 320
J Voogt (pone.0248773.ref016) 2012; 44
DM Berwick (pone.0248773.ref004) 2012; 307
L Nielsen-Bohlman (pone.0248773.ref013) 2004
M Frass (pone.0248773.ref005) 2012; 12
G Guest (pone.0248773.ref036) 2006; 18
J Ritchie (pone.0248773.ref037) 2002; 573
MA Ab Kadir (pone.0248773.ref046) 2018; 38
S Brownlee (pone.0248773.ref007) 2017; 390
A Nsangi (pone.0248773.ref026) 2020; 21
pone.0248773.ref030
pone.0248773.ref032
pone.0248773.ref031
E Ernst (pone.0248773.ref006) 2000; 78
K Sorensen (pone.0248773.ref012) 2012; 12
pone.0248773.ref033
M Sandelowski (pone.0248773.ref034) 2000; 23
RE Dahl (pone.0248773.ref018) 2018; 554
P Glasziou (pone.0248773.ref010) 2017; 390
RR Starr (pone.0248773.ref003) 2015; 105
pone.0248773.ref049
pone.0248773.ref048
pone.0248773.ref042
pone.0248773.ref045
pone.0248773.ref044
K Anderson-Levitt (pone.0248773.ref017) 2017
BA Tedla (pone.0248773.ref047) 2012; 2
I Chalmers (pone.0248773.ref015) 2018; 23
IS Kickbusch (pone.0248773.ref014) 2001; 16
A Nsangi (pone.0248773.ref029) 2019; 9
J Green (pone.0248773.ref039) 2004
Informed Health Choices g (pone.0248773.ref021) 2018; 7
S Lewin (pone.0248773.ref043) 2018; 13
H Pierce (pone.0248773.ref008) 2016; 35
WA Sandoval (pone.0248773.ref001) 2014; 49
L Cusack (pone.0248773.ref019) 2018; 7
G Jones (pone.0248773.ref009) 2003; 362
ND Berkman (pone.0248773.ref011) 2011; 155
A Nsangi (pone.0248773.ref025) 2020; 6
MS Islam (pone.0248773.ref002) 2020; 103
pone.0248773.ref027
pone.0248773.ref028
B Carlsen (pone.0248773.ref035) 2011; 11
S Lewin (pone.0248773.ref040) 2015; 12
D Semakula (pone.0248773.ref041) 2019; 9
pone.0248773.ref020
pone.0248773.ref023
References_xml – volume: 23
  start-page: 29
  issue: 1
  year: 2018
  ident: pone.0248773.ref015
  article-title: Key Concepts for Informed Health Choices: a framework for helping people learn how to assess treatment claims and make informed choices
  publication-title: BMJ Evid Based Med
  doi: 10.1136/ebmed-2017-110829
– volume: 573
  start-page: 305
  issue: 2002
  year: 2002
  ident: pone.0248773.ref037
  article-title: Qualitative data analysis for applied policy research
  publication-title: The qualitative researcher’s companion
  doi: 10.4135/9781412986274.n12
– ident: pone.0248773.ref028
– ident: pone.0248773.ref031
– volume: 6
  start-page: 18
  year: 2020
  ident: pone.0248773.ref025
  article-title: Development of the informed health choices resources in four countries to teach primary school children to assess claims about treatment effects: a qualitative study employing a user-centred approach
  publication-title: Pilot Feasibility Stud
  doi: 10.1186/s40814-020-00565-6
– volume: 307
  start-page: 1513
  issue: 14
  year: 2012
  ident: pone.0248773.ref004
  article-title: Eliminating waste in US health care
  publication-title: JAMA
  doi: 10.1001/jama.2012.362
– volume: 554
  start-page: 441
  issue: 7693
  year: 2018
  ident: pone.0248773.ref018
  article-title: Importance of investing in adolescence from a developmental science perspective
  publication-title: Nature
  doi: 10.1038/nature25770
– volume: 9
  start-page: e030787
  issue: 9
  year: 2019
  ident: pone.0248773.ref029
  article-title: Informed health choices intervention to teach primary school children in low-income countries to assess claims about treatment effects: process evaluation
  publication-title: BMJ open
  doi: 10.1136/bmjopen-2019-030787
– volume: 35
  start-page: 581
  issue: 5
  year: 2016
  ident: pone.0248773.ref008
  article-title: Caregiver Decision-Making: Household Response to Child Illness in sub-Saharan Africa
  publication-title: Popul Res Policy Rev
  doi: 10.1007/s11113-016-9396-y
– volume: 103
  start-page: 1621
  issue: 4
  year: 2020
  ident: pone.0248773.ref002
  article-title: COVID-19–related infodemic and its impact on public health: A global social media analysis
  publication-title: The American Journal of Tropical Medicine and Hygiene
  doi: 10.4269/ajtmh.20-0812
– volume: 11
  start-page: 26
  year: 2011
  ident: pone.0248773.ref035
  article-title: What about N? A methodological study of sample-size reporting in focus group studies
  publication-title: BMC Med Res Methodol
  doi: 10.1186/1471-2288-11-26
– volume: 320
  start-page: 114
  issue: 7227
  year: 2000
  ident: pone.0248773.ref038
  article-title: Analysing qualitative data
  publication-title: BMJ
  doi: 10.1136/bmj.320.7227.114
– volume-title: Qualitatve Methods for Health Research
  year: 2004
  ident: pone.0248773.ref039
– volume: 78
  start-page: 252
  issue: 2
  year: 2000
  ident: pone.0248773.ref006
  article-title: Prevalence of use of complementary/alternative medicine: a systematic review
  publication-title: Bull World Health Organ
– volume: 38
  start-page: 533
  issue: 4
  year: 2018
  ident: pone.0248773.ref046
  article-title: An inquiry into critical thinking in the Australian curriculum: examining its conceptual understandings and their implications on developing critical thinking as a “general capability” on teachers’ practice and knowledge
  publication-title: Asia Pacific Journal of Education
  doi: 10.1080/02188791.2018.1535424
– ident: pone.0248773.ref032
– volume: 2
  start-page: 199
  issue: 3/4
  year: 2012
  ident: pone.0248773.ref047
  article-title: Understanding the importance, impacts and barriers of ICT on teaching and learning in East African countries
  publication-title: International Journal for e-Learning Security (IJeLS)
  doi: 10.20533/ijels.2046.4568.2012.0025
– volume: 21
  start-page: 27
  issue: 1
  year: 2020
  ident: pone.0248773.ref026
  article-title: Effects of the Informed Health Choices primary school intervention on the ability of children in Uganda to assess the reliability of claims about treatment effects, 1-year follow-up: a cluster-randomised trial
  publication-title: Trials
  doi: 10.1186/s13063-019-3960-9
– volume: 8
  start-page: 173
  issue: 4
  year: 2015
  ident: pone.0248773.ref022
  article-title: Teaching children in low-income countries to assess claims about treatment effects: prioritization of key concepts
  publication-title: Journal of evidence-based medicine
  doi: 10.1111/jebm.12176
– volume-title: Health Literacy: a perscription to end confusion
  year: 2004
  ident: pone.0248773.ref013
  doi: 10.17226/10883
– volume: 16
  start-page: 289
  issue: 3
  year: 2001
  ident: pone.0248773.ref014
  article-title: Health literacy: addressing the health and education divide
  publication-title: Health Promot Int
  doi: 10.1093/heapro/16.3.289
– volume: 390
  start-page: 156
  issue: 10090
  year: 2017
  ident: pone.0248773.ref007
  article-title: Evidence for overuse of medical services around the world
  publication-title: The Lancet
  doi: 10.1016/S0140-6736(16)32585-5
– start-page: 47
  issue: 16
  year: 2017
  ident: pone.0248773.ref017
  article-title: Global flows of competence-based approaches in primary and secondary education
  publication-title: Cahiers de la recherche sur l’éducation et les savoirs
  doi: 10.4000/cres.3010
– volume: 7
  start-page: 1784
  year: 2018
  ident: pone.0248773.ref021
  article-title: Key Concepts for assessing claims about treatment effects and making well-informed treatment choices
  publication-title: F1000Res
  doi: 10.12688/f1000research.16771.1
– volume: 18
  start-page: 59
  issue: 1
  year: 2006
  ident: pone.0248773.ref036
  article-title: How Many Interviews Are Enough?: An Experiment with Data Saturation and Variability
  publication-title: Field Methods
  doi: 10.1177/1525822X05279903
– volume: 105
  start-page: 478
  issue: 3
  year: 2015
  ident: pone.0248773.ref003
  article-title: Too Little, Too Late: Ineffective Regulation of Dietary Supplements in the United States
  publication-title: Am J Public Health
  doi: 10.2105/AJPH.2014.302348
– volume: 9
  issue: 12
  year: 2019
  ident: pone.0248773.ref041
  article-title: Informed Health Choices media intervention for improving people’s ability to critically appraise the trustworthiness of claims about treatment effects: a mixed-methods process evaluation of a randomised trial in Uganda
  publication-title: BMJ open
  doi: 10.1136/bmjopen-2019-031510
– volume: 23
  start-page: 334
  year: 2000
  ident: pone.0248773.ref034
  article-title: Whatever Happened to Qualitative Description?
  publication-title: Research in Nursing & Health
  doi: 10.1002/1098-240X(200008)23:4<334::AID-NUR9>3.0.CO;2-G
– volume: 13
  start-page: 10
  issue: 1
  year: 2018
  ident: pone.0248773.ref043
  article-title: Applying GRADE-CERQual to qualitative evidence synthesis findings—paper 2: how to make an overall CERQual assessment of confidence and create a Summary of Qualitative Findings table
  publication-title: Implementation Science
  doi: 10.1186/s13012-017-0689-2
– volume: 12
  start-page: 80
  year: 2012
  ident: pone.0248773.ref012
  article-title: Health literacy and public health: a systematic review and integration of definitions and models
  publication-title: BMC Public Health
  doi: 10.1186/1471-2458-12-80
– ident: pone.0248773.ref049
– ident: pone.0248773.ref045
– volume: 12
  start-page: 45
  issue: 1
  year: 2012
  ident: pone.0248773.ref005
  article-title: Use and Acceptance of Complementary and Alternative Medicine Among the General Population and Medical Personnel: A Systematic Review
  publication-title: The Ochsner Journal
– volume: 390
  start-page: 169
  issue: 10090
  year: 2017
  ident: pone.0248773.ref010
  article-title: Evidence for underuse of effective medical services around the world
  publication-title: The Lancet
  doi: 10.1016/S0140-6736(16)30946-1
– volume: 390
  start-page: 374
  issue: 10092
  year: 2017
  ident: pone.0248773.ref024
  article-title: Effects of the Informed Health Choices primary school intervention on the ability of children in Uganda to assess the reliability of claims about treatment effects: a cluster-randomised controlled trial
  publication-title: The Lancet
  doi: 10.1016/S0140-6736(17)31226-6
– ident: pone.0248773.ref033
– ident: pone.0248773.ref020
– volume: 12
  start-page: e1001895
  issue: 10
  year: 2015
  ident: pone.0248773.ref040
  article-title: Using qualitative evidence in decision making for health and social interventions: an approach to assess confidence in findings from qualitative evidence syntheses (GRADE-CERQual)
  publication-title: PLoS Med
  doi: 10.1371/journal.pmed.1001895
– volume: 155
  start-page: 97
  issue: 2
  year: 2011
  ident: pone.0248773.ref011
  article-title: Low Health Literacy and Health Outcomes: An Updated Systematic Review
  publication-title: Annals of Internal Medicine
  doi: 10.7326/0003-4819-155-2-201107190-00005
– ident: pone.0248773.ref042
  doi: 10.1186/s13012-017-0688-3
– ident: pone.0248773.ref048
– volume: 49
  start-page: 139
  issue: 2
  year: 2014
  ident: pone.0248773.ref001
  article-title: Developing children’s early competencies to engage with science
  publication-title: Educational Psychologist
  doi: 10.1080/00461520.2014.917589
– volume: 7
  start-page: 68
  issue: 1
  year: 2018
  ident: pone.0248773.ref019
  article-title: Educational interventions to improve people’s understanding of key concepts in assessing the effects of health interventions: a systematic review
  publication-title: Systematic reviews
  doi: 10.1186/s13643-018-0719-4
– ident: pone.0248773.ref023
– volume: 44
  start-page: 299
  issue: 3
  year: 2012
  ident: pone.0248773.ref016
  article-title: A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies
  publication-title: Journal of curriculum studies
  doi: 10.1080/00220272.2012.668938
– ident: pone.0248773.ref030
– ident: pone.0248773.ref027
– ident: pone.0248773.ref044
– volume: 362
  start-page: 65
  issue: 9377
  year: 2003
  ident: pone.0248773.ref009
  article-title: How many child deaths can we prevent this year?
  publication-title: The Lancet
  doi: 10.1016/S0140-6736(03)13811-1
SSID ssj0053866
Score 2.4573357
Snippet Adolescents encounter misleading claims about health interventions that can affect their health. Young people need to develop critical thinking skills to...
Introduction Adolescents encounter misleading claims about health interventions that can affect their health. Young people need to develop critical thinking...
Introduction Adolescents encounter misleading claims about health interventions that can affect their health. Young people need to develop critical thinking...
IntroductionAdolescents encounter misleading claims about health interventions that can affect their health. Young people need to develop critical thinking...
About the Authors: Michael Mugisha Roles Conceptualization, Data curation, Formal analysis, Methodology, Project administration, Validation, Writing – original...
SourceID plos
doaj
pubmedcentral
cristin
proquest
gale
pubmed
crossref
SourceType Open Website
Open Access Repository
Aggregation Database
Index Database
Enrichment Source
StartPage e0248773
SubjectTerms Biology and Life Sciences
Computer and Information Sciences
Context
Critical thinking
Curricula
Data analysis
Data collection
Decision analysis
Digital technology
Editing
Educational aspects
Focus groups
Health aspects
Health sciences
High school students
Learning
Medical research
Medicine
Medicine and Health Sciences
Methodology
People and Places
Public health
Qualitative analysis
Research and Analysis Methods
Reviews
Schools
Secondary schools
Social Sciences
Society
Students
Teaching
Technology
Technology application
Technology utilization
Teenagers
SummonAdditionalLinks – databaseName: Directory of Open Access Journals - May need to register for free articles
  dbid: DOA
  link: http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV1Lb9NAEF6hSEhcEOXVlAILQgIObu3d9drhFhBV4QBSCai31T7TSJET1YkQP4D_zcx6Y9WoUjlwycEzjuT5Zmdn7ZlvCHllgtDO-DxjXLhMuNxkxjiXeQG7WWA61CayfX6Rp9_F5_Py_MqoL6wJ6-iBO8MdT2rnpc49dtsIE6Qp65zp2himefA2tvnCnrc7THUxGFaxlKlRjlfFccLlaL1q_BGyeFU4J_22jeuoGWxJkbm_j8-j9XLVXpd8_l1DeWVTOrlH7qZskk67p9gjt3xzn-yl9drSN4lU-u0D8nuWyiapTcMN6Oaim5tAY3Ey7ToiKRbCz6lbzHGaCN30b97poqFLHKlGWzxDO335i7aRwrNF0dlPfCXxjk5p16YZ-cQpFsJD9Kc6UZ88JLOTj7MPp1kawZBZOEhtMlt4LV3pYBsPdZkD4G7CBbN1Ab_BFZCfB-6cDtxDHietlkHrSvvCWi7KwB-RUQM23ydU1BPNTMHhHpDUuQ6ssjLHz4QuyCDHZD_BoRpwfiQuLZmCWC2LMeE7fJRNzOU4QGOp4ue4Ck4wnbkV4qsSvmOS9XetO-aOG_TfI_S9LvJuxwvgjSp5o7rJG8fkOTqO6iDro4eaSji5FZAsVGPyMmog90aEYK63bas-ff3xD0rfzgZKr5NSWIE5rE4NFfBMyOk10DwcaEIEsQPxPrr5ziqtgrSYS14JJuDOnetfL37Ri_FPsWCv8att1BFc1CWi97hbKb1lOcc0tQJJNVhDA9MPJc3iIlKfV5Mam6kP_gdWT8gdhgVKOc8YOySjzeXWP4UMc2OexWDyB2NQfag
  priority: 102
  providerName: Directory of Open Access Journals
– databaseName: ProQuest Technology Collection
  dbid: 8FG
  link: http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwjV3di9NAEF-0oggiXv1o9dRVBPUhd0k23aS-SBXrKahw1uPelv3sFUpSmxbxD_D_dmazjUYO9aUPmdnQ7Ox87O7Mbwh5olwmjbJxlLLMRJmJVaSUMZHNwJu5VLpCebTPj_zoS_b-dHQaDtzqkFa5s4neUJtK4xn5Ibhqxhls5LKXq68Rdo3C29XQQuMiuZSAp8GUrmL6dmeJQZc5D-VyLE8Og3QOVlVpDxDLK8du6Ze116ay45g8fn9rpXurZVWfF4L-mUn5m2ua3iDXQ0xJJ80i2CMXbNknVz6EW_M-udaczdGm5KhP9oJC1_RZQJ1-fpP8mIW8SqpD9wO6OWsaK1CfvUybkkmKmfJzahZzbDdCN-3RPF2UdIk912iNm2wj199p7TE-ayQdf8Mzixd0Qps6Tg84TjFTHtwDlQEb5RaZTd_MXh9FoUdDpGGntYl0YiU3IwOz74pRDCvCjFmW6iKBX2cSCOAdM0Y6ZiHQ41pyJ2UubaI1y0aO3Sa9EsQxIDQrxjJVCYMxQCli6dJc8xjvEY3jjg_JIEhKlKAdiGw6SgUYc54MCduJTugAbY4dNpbC39flsMVpJCFQ9CKIfkiidtSqgfb4B_8rXBUtLwJz-wfVei6CnotxYSyXscXisEw5ruBLUlkolUrmrC6G5CGuKdGIrDUvYsJha5dANJEPyWPPgeAcXgRzua1r8e7TyX8wfT7uMD0NTK6C6dAyVFzANyHoV4dzv8MJJkZ3yAPUgN2s1OKXMsLInVacT37UkvGlmNFX2mrreTKWFSOU3p1GidqZZQzj2BwoeUe9OlPfpZSLM4-Nno8LrLa--_e_dY9cTTE3KWZRmu6T3ma9tfchuNyoB96C_ATcdnx4
  priority: 102
  providerName: ProQuest
Title Teaching critical thinking about health using digital technology in lower secondary schools in Rwanda: A qualitative context analysis
URI https://www.ncbi.nlm.nih.gov/pubmed/33750971
https://www.proquest.com/docview/2503637424
https://www.proquest.com/docview/2504348561
http://hdl.handle.net/10852/87661
https://pubmed.ncbi.nlm.nih.gov/PMC7984628
https://doaj.org/article/98de6a0e03194bf6b5802a8bb2a3fec8
http://dx.doi.org/10.1371/journal.pone.0248773
Volume 16
hasFullText 1
inHoldings 1
isFullTextHit
isPrint
link http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV3db9MwELe27oUXxPhaxygGIQEPmZLYsVMkhLqpYyAx0NjQ3iJ_xF2lKh1NJ9gLb_zf3DluRNAQPPDih965Uu58vrN99ztCnmrHldVlHKWM24jbWEdaWxuVHLyZS5XLtUf7PBKHp_zdWXa2RlY9W4MA62uPdthP6nQx2_325eo1GPwr37VBJqtJuxfzqtxFjC4p2TrZAN8ksafBe96-K4B1CxEK6P40EwJh4-2r6rgqj-jf7tu9i9m8vi4o_T238hdndXCL3AxRJh01y2KTrJXVbbIZ7LimzwPY9Is75MdJSKekJjQ9oMvzpp8C9UnLtKmUpJggP6F2OsEuI3TZ3sjTaUVn2GqN1ni2tmpxRWsP7Vkj6fgrXlW8pCPalG96nHGKCfLgFagKkCh3ycnB-GT_MAqtGSIDB6xlZJJSCZtZcO8uz2JYCHbIeGryBEZnE4jbHbNWOVZCfCeMEk4pqcrEGMYzx-6RXgUy3yKU50OV6oTBHKDksXKpNCLG50PrhBN9shXUUVRgFAhomqUF7OEi6RO20k9hAqI5NtaYFf6ZTsLJphF3gfotgn77JGpnXTSIHn_h30PVt7yIx-1_mC8mRTDvYpjbUqi4xJowrp3Q8CWpyrVOFXOlyfvkES6colFZu6sUIwEnugSCCNknTzwHYnJ4FUzUZV0Xbz98_gemT8cdpmeByc1BHEaFQgv4JsT66nDudDhhZzEd8hYu85VU6gLCZSaY5CmHmaulfz35cUvGP8VEvqqcX3oeznieofbuN5bSSpYxDF8lUGTHhjqi71Kq6bmHRJfDHIust_-Hrh6QGykmLsUsStMd0lsuLsuHEHku9YCsyzMJY76f4HjwZkA29sZHH48H_i5n4DcbHL-PfwK2yo31
linkProvider Scholars Portal
linkToHtml http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwtV1Zb9QwELZKEYeEEC1HFwo1CAQ8pE1ir5NFQqgcpaWXVBbUN8vxsa1UZZdmq6o_gJ_Df2TGcQJBFfDSl33ITKK1x3PYnvmGkKeF48oUNo5Sxk3ETVxERWFMZDl4M5cqlxce7XNHrH_hn_b7-zPkR1MLg2mVjU30htqMNZ6Rr4CrZoLBRo6_mXyLsGsU3q42LTTqZbFpz05hy1a93ngP8n2Wpmsfhu_Wo9BVINKwN5hGOrFKmL4Bz-TyfgxjMAPGU50n8OtMAiGnY8YoxyyEJkIr4ZTKlE20ZrzvGHz2ErnMGThyLExf-9gYfjAdQoTqPJYlK2ExLE_GpV1G6LAMm7Nf0V55y44f9O0CWqcwOzkaV-dFvH8mbv7mCddukZshhKWr9ZqbIzO2nCdXt8Ml_Ty5UR8F0rrCaZ7MBftR0RcB5PrlbfJ9GNI4qQ7NFuj0oO7jQH2yNK0rNCkm5o-oORxhdxM6bW8C6GFJj7DFG61wT2_U8RmtPKRohaS9UzwieUVXaV026vHNKSbmgzeiKkCx3CHDixDeXTJbgjgWCOX5QKVFwuAdoOSxcmmmRYzXlsYJJ3pkIUhKlqCMCKTaTyX4DpH0CGtEJ3VAUseGHkfSXw9msKOqJSFR9DKIvkei9q1JjSTyD_63uCpaXsQB9w_GxyMZzIoc5MYKFVusReOFEwWMJFV5UaSKOavzHlnCNSVrkbXWTK4K2EkmELxkPfLEcyAWiBfBSJ1UldzY_fofTJ_3OkzPA5Mbw3RoFQo8YEyIMdbhXOxwgkXTHfICakAzK5X8pfvwZqMV55Mft2T8KCYQlnZ84nk443kfpXevVqJ2ZhnDsDkDStZRr87Udynl4YGHYs8GORZ33__731oi19aH21tya2Nn8wG5nmJaVMyiNF0ks9PjE_sQ4tpp8chbE0rkBVuvn5geuow
linkToPdf http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwtV3db9MwELdGERMSQmx8rDCYQSDgIVtip06KhNDYmDYGYxoF7c1y_NFVmtKydJr2B_BH8d9x57iBoAl42Usfcpeo9vk-bN_9jpCnhUuVKWwcMZ6aKDVxERWFMZFNwZs5plxeeLTPPbH9JX1_2DucIz9mtTCYVjmzid5Qm7HGM_I1cNVccNjIpWsupEXsb269mXyLsIMU3rTO2mnUS2TXnp_B9q16vbMJsn7G2Na7wcZ2FDoMRBr2CdNIJ1YJ0zPgpVzei2E8ps9TpvMEfp1JIPx03BjluIUwRWglnFKZsonWPO05Dp-9Qq5mPMtRxfKNJrsEzIgQoVKPZ8laWBirk3FpVxFGLMNG7de0V-Sy5RN964DGQXQmx-Pqouj3zyTO37zi1i1yM4SzdL1efwtkzpaLZP5juLBfJDfqY0FaVzstkoVgSyr6IgBev7xNvg9CSifVofECnR7VPR2oT5ymdbUmxST9ITWjIXY6odPmVoCOSnqM7d5ohft7o07OaeXhRSskHZzhcckruk7rElKPdU4xSR_ES1WAZblDBpchvLukU4I4lghN875iRcLhHaDksXIs0yLGK0zjhBNdshQkJUtQTARV7TEJfkQkXcJnopM6oKpjc49j6a8KM9hd1ZKQKHoZRN8lUfPWpEYV-Qf_W1wVDS9igvsH45OhDCZG9nNjhYot1qWlhRMFjISpvCiY4s7qvEtWcE3JWmSNZZPrAnaVCQQyWZc88RyIC-JFMFSnVSV3Pn39D6bPBy2m54HJjWE6tArFHjAmxBtrcS63OMG66RZ5CTVgNiuV_GUH4M2ZVlxMftyQ8aOYTFja8annSXma91B692olamaWcwyhM6BkLfVqTX2bUo6OPCx71s-x0Pv-3__WCpkHuyU_7OztPiDXGWZIxTxibJl0pien9iGEuNPikTcmlMhLNl4_AbTovo0
openUrl ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Teaching+critical+thinking+about+health+using+digital+technology+in+lower+secondary+schools+in+Rwanda%3A+A+qualitative+context+analysis&rft.jtitle=PloS+one&rft.au=Michael+Mugisha&rft.au=Anne+Marie+Uwitonze&rft.au=Faith+Chesire&rft.au=Ronald+Senyonga&rft.date=2021-03-22&rft.pub=Public+Library+of+Science+%28PLoS%29&rft.eissn=1932-6203&rft.volume=16&rft.issue=3&rft.spage=e0248773&rft_id=info:doi/10.1371%2Fjournal.pone.0248773&rft.externalDBID=DOA&rft.externalDocID=oai_doaj_org_article_98de6a0e03194bf6b5802a8bb2a3fec8
thumbnail_l http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=1932-6203&client=summon
thumbnail_m http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=1932-6203&client=summon
thumbnail_s http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=1932-6203&client=summon