Medicine education as a part of health education: the implementation in Finnish comprehensive schools
Siitonen, P; Hämeen-Anttila, K; Keinonen, T; Vainio, K (2014)
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Siitonen, P
Hämeen-Anttila, K
Keinonen, T
Vainio, K
2014
International Journal of Health Promotion and Education : 2
Tiivistelmä
Medicine education, meaning teaching about rational use of medicines, is one way to
promote health literacy of children. This paper describes the implementation of
medicine education as a part of health education in Finland. Data were collected using a
nationwide postal survey from a representative sample (n ¼ 1700) of Finnish primary
and lower secondary school teachers in spring 2010. A response rate of 56% (n ¼ 928)
was achieved. The final study population was formed of 667 teachers who had taught
health-related topics. x 2- and non-parametric Mann–Whitney U- and Kruskal–Wallis
tests were used to statistically compare the data. Seventy-six percent of primary and
89% of lower secondary teachers had taught or were willing to teach medicine
education. The actual implementation rate of medicine education was low because only
a minority of teachers had taught specific topics related to medicines, i.e. what
medicines are and the prerequisites for proper use of medicines (21% and 11% of
primary, and 48% and 35% of lower secondary school teachers, respectively). In
primary schools, these topics were taught most by teachers with experience of
medicating own child’s long-term illness (P , 0.05 and P , 0.001, respectively). In
lower secondary school, these topics were taught most by teachers trained in health
education (P , 0.0001 and P , 0.0001, respectively). These findings highlight the
need of adequate teacher education as well as continuing education in medicine
education.
promote health literacy of children. This paper describes the implementation of
medicine education as a part of health education in Finland. Data were collected using a
nationwide postal survey from a representative sample (n ¼ 1700) of Finnish primary
and lower secondary school teachers in spring 2010. A response rate of 56% (n ¼ 928)
was achieved. The final study population was formed of 667 teachers who had taught
health-related topics. x 2- and non-parametric Mann–Whitney U- and Kruskal–Wallis
tests were used to statistically compare the data. Seventy-six percent of primary and
89% of lower secondary teachers had taught or were willing to teach medicine
education. The actual implementation rate of medicine education was low because only
a minority of teachers had taught specific topics related to medicines, i.e. what
medicines are and the prerequisites for proper use of medicines (21% and 11% of
primary, and 48% and 35% of lower secondary school teachers, respectively). In
primary schools, these topics were taught most by teachers with experience of
medicating own child’s long-term illness (P , 0.05 and P , 0.001, respectively). In
lower secondary school, these topics were taught most by teachers trained in health
education (P , 0.0001 and P , 0.0001, respectively). These findings highlight the
need of adequate teacher education as well as continuing education in medicine
education.
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