ArticleJournal of community health2021
The Impact of an Educational Intervention on Distracted Driving Knowledge, Attitudes, and Behaviors Among College Students.
Article in Journal of community health, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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.
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.
Who cites it
1 citing paper in PubMed, 12 citations in OpenAlex.
- A novel technological approach to preventing distracted driving.Journal of safety research · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Distracted driving indiscriminately kills nearly 3500 people each year with young adults having greater risks associated with this phenomenon. Prevention programs targeting the distracted driving habits of young adults are necessary to ameliorate the high costs, both in dollars and in lives, associated with this behavior. Few health education and prevention programs have been assessed for their effectiveness in changing knowledge, attitudes, and behaviors related to distracted driving. This study explores a distracted driving intervention among undergraduate students enrolled in an introductory public health course. A quasi-experimental study design was used to compare the pre- and post-data of the group receiving 5-weeks of a distracted driving intervention to a control group. Questionnaires were administered to both groups prior to and 2 weeks following the intervention to assess changes in knowledge, attitudes, and behaviors related to distracted driving. A Difference-in-Difference technique showed significant changes in knowledge (β = 0.40, p = 0.03) and total scores (β = 2.48, p = 0.04) in the intervention (n = 97) compared to the control (n = 131). T-tests examining pre- and post-scores for individual behaviors showed the intervention group displayed positive changes for some behaviors (talking, texting, cellphone use, grooming) compared to the control. The results support the impact that a classroom-based distracted driving intervention can have on undergraduate college students. Implications for this type of health education program may lead to improvements in distracted driving attitudes and behavior among this age-group.
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Registered trials
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.