Teaching critical thinking about health information and choices in secondary schools: human-centred design of digital resources

Background Learning to thinking critically about health information and choices can protect people from unnecessary suffering, harm, resource waste. Earlier work revealed that children learn these skills, but printing costs curricula compatibility remain important barriers school implementation. We aimed develop a set of digital learning resources for students think were suitable use in Kenyan, Rwandan, Ugandan secondary schools. Methods conducted two phases collaborating with teachers, students, schools, national curriculum development offices using human-centered design approach. First, we context analyses an overview teaching strategies, prioritised content collected examples. Next, developed lessons guidance iteratively, informed by data user-testing, individual group interviews, pilots. Results Final include online lesson plans, teachers’ guide, extra resources, plans modes, classroom equipped blackboard/flip-chart projector. The are accessible offline when electricity or Internet is lacking. Teachers preferred the projector mode, as it provided structure focal point class attention. Feedback was largely positive, teachers appreciating experiencing relevant. Four main challenges included time teach lessons; incorrect comprehension; identifying examples; technical, logistical, behavioural student-computer mode piloted. resolved simplifying combining increasing opportunities review assessment; developing teacher training materials, creating searchable deactivating mode. Conclusion Using human-centred approach, created actions teachers. Be smart your health open access be translated adapted other settings.