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Training teachers for the public health workforce: systematic mapping and synthesis of effectiveness and processes
Abstract Background Schools are an important setting for health promotion, and teachers have an integral role in promoting children's and young people's health and wellbeing. Adequate initial teacher training and continuing professional development in health is therefore important, and tra...
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| Published in: | The Lancet (British edition) 2013-11, Vol.382 (S3), p.S90-S90 |
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| Main Authors: | , , , , , , , , |
| Format: | Article |
| Language: | English |
| Subjects: | |
| Citations: | Items that cite this one |
| Online Access: | Get full text |
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| Summary: | Abstract Background Schools are an important setting for health promotion, and teachers have an integral role in promoting children's and young people's health and wellbeing. Adequate initial teacher training and continuing professional development in health is therefore important, and trainers need sound evidence of effectiveness. However, the evidence base for teacher training is broad and has not been subjected to systematic review. The aim of this project was to assess the key characteristics of this evidence base and to investigate effectiveness and associated processes. Methods A novel methodological approach was used: a systematic map of the key characteristics of studies (stage 1) followed by a detailed synthesis of a subset of mapped studies (stage 2). A sensitive search was done on 20 bibliographic databases including Medline, Embase, ERIC, and PsychINFO. Reference lists of existing studies were checked and relevant websites were searched to identify unpublished work. Each study meeting the stage 1 inclusion criteria was mapped by a reviewer applying a keyword method devised for this study. Keywords described study characteristics such as country, health topic area, teaching qualification status (eg, pre-service, in-service), training content and format, and processes and outcomes examined. To be included in the map, studies had to report teacher training about health, be an outcome or process assessment or a survey, and be published after 1990. The map results were presented to a multidisciplinary advisory group. Through structured discussion, the group prioritised studies focusing on initial teacher training for stage 2. A standardised data extraction template was then applied to stage 2. Methodological quality and risk of bias was assessed unmasked with published critical appraisal criteria. Data extraction and quality assessment were done by one reviewer and checked by a second. Findings We screened 16 620 references, of which 170 were mapped (stage 1). Studies were undertaken in Europe, Africa, Asia, Australia, South America, and the Middle East, with a predominance of studies from the USA (42%). Common topics included sexual and reproductive health (22%), drugs and alcohol (18%), and mental and emotional health (16%). A range of study types were used, including outcome assessments (73%, of which 56% were controlled trials), process assessments (46%), and surveys (11%). Factual information about health (77%) and the development of skills for |
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| ISSN: | 0140-6736 1474-547X |
| DOI: | 10.1016/S0140-6736(13)62515-5 |