ArticlePloS one2016
A Three-Lesson Teaching Unit Significantly Increases High School Students' Knowledge about Epilepsy and Positively Influences Their Attitude towards This Disease.
Article in PloS one, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Effects of an Educational Comic Book on Knowledge, Attitudes, and Practices Regarding Epilepsy among Adolescents in Quito, Ecuador.Neuroepidemiology · 2026Article
- Knowledge and Attitudes towards Epilepsy of Croatian General Student Population and Biomedical Students: A Cross-Sectional Study.Healthcare (Basel, Switzerland) · 2023Article
- "Bed bugs live in dirty places"-How Using Live Animals in Teaching Contributes to Reducing Stigma, Disgust, Psychological Stigma, and Misinformation in Students.CBE life sciences education · 2022Article
- Article
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Authors and funding
3 authors.
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Abstract
Epilepsy is not a regular topic in many countries' schools. Thus many people harbor misconceptions about people suffering from this disease. It was our aim to a) examine what grade ten students know and believe about epilepsy, and b) to develop and test a teaching unit to improve their knowledge and attitude. The test group comprised eight grade ten classes from six different Austrian high schools (54 girls and 51 boys aged 14-17), the control group (no intervention) five grade ten classes from the same schools (26 girls and 37 boys aged 14-17). The teaching unit consisted of three 45-min lessons using different methods and material. Changes in knowledge about and attitude towards epilepsy as a result of the intervention were psychometrically assessed in a pre-test intervention post-test design (along with a follow-up assessment two months after the intervention) by means of a questionnaire capturing different facets of epilepsy-related knowledge and attitude. Across all knowledge/attitude domains, students of the test group had a significantly improved knowledge about and a more positive attitude towards epilepsy and people suffering from it after the teaching unit. However, starting levels were different between the five knowledge/attitude domains tested. Medical background knowledge was lowest and consequently associated with the highest increase after the intervention. This study shows that epilepsy-related knowledge of many grade ten high school students is fragmentary and that some harbor beliefs and attitudes which require improvement. Our comprehensive but concise teaching unit significantly increased knowledge about epilepsy and positively influenced attitude towards individuals with epilepsy. Thus we recommend implementing this unit into regular school curricula.
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