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

• Published in: PloS 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
• Language: English
• 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

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...