ArticlePLoS neglected tropical diseases2025
Research on health education and health promotion during the process of schistosomiasis elimination III new approaches for student health education.
Article in PLoS neglected tropical diseases, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Schistosomiasis remains a critical public health challenge in endemic regions, particularly among school-aged children. Despite global efforts, conventional health education approaches show limited success in translating knowledge into sustained practices change. This study evaluates the efficacy of two innovative educational approaches-curriculum-integrated infiltration and stepwise progressive approaches-compared to traditional methods in enhancing schistosomiasis-related knowledge, attitudes, and practices (KAP) among students. A school-based intervention was conducted in Duchang County's Zhouxi township, with is an area afferted by schistosomiasis in China. Sixth-grade students (n ≈ 300) were divided into three groups: a traditional intervention group receiving standard WHO-aligned lectures, an infiltration group with cross-disciplinary curriculum integration, and a stepwise group with modular, tiered content. KAP outcomes were assessed via validated questionnaires at baseline and post-intervention. Both intervention groups demonstrated significant knowledge gains compared to traditional intervention (post-intervention accuracy: infiltration 89.67%, stepwise 91.10%, traditional intervention 86.50%; P < 0.001). Practices knowledge showed the most significant improvement (41.47% increase in the infiltration group vs. 22.38% in traditional intervention). The stepwise approaches achieved the highest overall accuracy (91.10%) but showed no statistically significant advantage over the infiltration approach (P > 0.05). Attitudinal improvements were consistent across groups, with high baseline rates limiting further gains (post-intervention: 95.60-96.68%). Curriculum-integrated and stepwise approaches effectively address the knowledge-practices gap in schistosomiasis education. The infiltration strategy, requiring minimal resources, is ideal for practices reinforcement in low-resource settings, while the stepwise approach suits rapid knowledge dissemination in well-resourced areas. These findings advocate for context-adaptive, multisectoral frameworks to optimize school-based interventions, aligning with WHO goals for neglected tropical disease elimination.
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