Evidence map›Paper›PMID 33773476›Full record

Trial reportSocial science & medicine (1982)2021

Instructional interventions for improving COVID-19 knowledge, attitudes, behaviors: Evidence from a large-scale RCT in India.

Dinsha Mistree, Prashant Loyalka, Robert Fairlie, Ashutosh Bhuradia, Manyu Angrish, Jason Lin, Amar Karoshi, Sara J Yen, Jamsheed Mistri, Vafa Bayat

Abstract readRandomized Controlled Trial
PubMed Full text at PMC Publisher
In one paragraph

Trial report in Social science & medicine (1982), 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.

0numbers the graph read from it
0cells of the map it votes in
4citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

4 citing papers in PubMed.

  1. Inclusive Crisis Communication in a Pandemic Context: A Rapid Review.International journal of environmental research and public health · 2024
    Review
  2. Article
  3. Teaching and Incentives: Substitutes or Complements?Economics of education review · 2022
    Article
  4. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

10 authors.

Dinsha MistreeStanford University, Law School, 559 Nathan Abbott Way, Stanford, CA, 94305, USA. Electronic address: dmistree@law.stanford.edu.
Prashant LoyalkaStanford University, Graduate School of Education and Freeman Spogli Institute for International Studies, Encina Hall East Wing Room 413, 616 Serra St., Stanford, CA, 94305, USA. Electronic address: loyalka@stanford.edu.
Robert FairlieUniversity of California, Department of Economics, Santa Cruz, CA, 95064, USA. Electronic address: rfairlie@ucsc.edu.
Ashutosh BhuradiaFreedom Employability Academy, Valmiki Temple One, Vasant Gaon, New Delhi, 110057, India; Harvard University, Graduate School of Education, 13 Appian Way, Cambridge, MA, 02138, USA. Electronic address: ashutosh_bhuradia@gsas.harvard.edu.
Manyu AngrishFreedom Employability Academy, Valmiki Temple One, Vasant Gaon, New Delhi, 110057, India. Electronic address: manyuangrish@gmail.com.
Jason LinHarker School, 500 Saratoga Ave., San Jose, CA, 95129, USA. Electronic address: jclin2.2009@gmail.com.
Amar KaroshiHarker School, 500 Saratoga Ave., San Jose, CA, 95129, USA. Electronic address: wildkrattscrazy@gmail.com.
Sara J YenHarker School, 500 Saratoga Ave., San Jose, CA, 95129, USA. Electronic address: sarayen418@gmail.com.
Jamsheed MistriUniversity of California, Department of Electrical Engineering and Computer Science, Berkeley, CA, 94720, USA. Electronic address: jmistri7@gmail.com.
Vafa BayatBitscopic, Inc., 715 Colorado Avenue Suite B, Palo Alto, CA, 94303, USA. Electronic address: vafa@bitscopic.com.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Seeking ways to encourage broad compliance with health guidelines during the pandemic, especially among youth, we test two hypotheses pertaining to the optimal design of instructional interventions for improving COVID-19-related knowledge, attitudes, and behaviors. We randomly assigned 8376 lower-middle income youth in urban India to three treatments: a concentrated and targeted fact-based, instructional intervention; a longer instructional intervention that provided the same facts along with underlying scientific concepts; and a control. Relative to existing efforts, we find that both instructional interventions increased COVID-19-related knowledge immediately after intervention. Relative to the shorter fact-based intervention, the longer intervention resulted in sustained improvements in knowledge, attitudes, and self-reported behavior. Instead of reducing attention and comprehension by youth, the longer scientific based treatment appears to have increased understanding and retention of the material. The findings are instrumental to understanding the design of instruction and communication in affecting compliance during this and future pandemics.

Indexed as

COVID-19Health Knowledge, Attitudes, PracticeAdolescentHumansIndiaPandemicsSARS-CoV-2AttitudesBehavioral interventionsHealth beliefsHealth economicsHealth educationIndiaRandomized controlled trials (RCT)

Identifiers

PMID33773476
PMCPMC7963523

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.