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.ĭata Availability: All data files underlying the findings are fully available and without restriction from the Norwegian Centre for Research Data database (accession number(s) NSD 2994). Received: ApAccepted: NovemPublished: February 2, 2022Ĭopyright: © 2022 Ssenyonga et al. PLoS ONE 17(2):Įditor: Sara Rubinelli, Universitat Luzern, SWITZERLAND (2022) Learning to think critically about health using digital technology in Ugandan lower secondary schools: A contextual analysis. We aimed to better understand opportunities and barriers related to demand for the resources, how the learning content overlaps with existing curriculum and conditions in secondary schools for accessing and using digital resources, in order to inform resource development.Ĭitation: Ssenyonga R, Sewankambo NK, Mugagga SK, Nakyejwe E, Chesire F, Mugisha M, et al. To ensure that we create resources that are suitable for use in Uganda’s secondary schools and can be scaled up if found effective, we conducted a context analysis. The Informed Health Choices (IHC) project aims to equip young people in Ugandan lower secondary schools with skills to think critically about health claims and to make good health choices by developing and evaluating digital learning resources. Yet, most people lack the necessary skills to appraise the reliability of health claims. Acting on unreliable claims can lead to waste of resources and poor health outcomes. Many of these claims are untrustworthy because the bases are unreliable. The world is awash with claims about the effects of health interventions.

Heathkit digital techniques textbook