240856 Role of Professional Preparation and Class Structure on the Delivery of Injury Prevention Instruction in U.S. Schools

Tuesday, November 1, 2011

Bart Hammig, PhD, MPH , Community Health Promotion, University of Arkansas, Fayetteville, AR
Ches Jones, PhD , Community Health Promotion, University of Arkansas, Fayetteville, AR
Background: The aim of the present study was to examine the impact of professional ‎preparation and class structure on instruction of unintentional and intentional injury prevention ‎content among required health education classes in the United States. ‎ Methods: Data from the 2006 School Health Policies and Programs Study (SHPPS) were ‎utilized. A series of multivariable logistic regression models with corresponding odds ratio's ‎were employed to determine if 1) instruction of injury prevention topics and 2) time spent on ‎instruction of injury topics were dependent on professional preparation and /or class structure. ‎Years of teaching and size of the school district were included as covariates. Descriptive ‎analyses of specific injury-related instructional content was also conducted. ‎ Results: Findings indicated that professionally prepared teachers were more likely to deliver ‎content in the area of suicide prevention [OR = 2.0; 95% CI =1.2-3.3) when compared to ‎untrained teachers. Class structure was also associated with content delivery, with courses ‎devoted to health instruction having a higher odds of violence prevention [2.3; 95% CI = 1.5-3.6) ‎and suicide prevention instruction [2.4; 95% CI = 1.5-3.9) when compared to courses which ‎combined health with another instructional area. Time spent on instruction of unintentional and ‎intentional injuries was also significantly predicted by professional preparation and class ‎structure. All analyses were conducted using Stata/MP 11.1.‎ Conclusions: Research concerning the relationship between professional preparation and ‎teaching outcomes is scant, particularly concerning injury-related topics. Impact of the findings ‎pertaining to classroom instruction will be discussed.‎

Learning Areas:
Advocacy for health and health education
Public health or related education
Public health or related public policy

Learning Objectives:
Describe the roles teacher training and class structure have on delivery on injury-related content in health education classrooms in the U.S.

Keywords: School Health Educators, Injury Prevention

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I am qualified because I have conducted multiple studies on school health curricula during the past 10 years and have been trained to analyze large secondary data sets which utilize complex sampling designs
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.