Curriculum For Students Research Articles

Access to the General Education Curriculum for Students with Extensive Support Needs: Experts’ Perspectives

Despite the repeated documentation of the positive outcomes for students with extensive support needs (ESN) when they are included in general education settings and receive access to state-adopted general education standards, there has been little systemic progress on the inclusion of students with ESN across most states. The purpose of this exploratory survey was to find out how experts in the field of ESN describe the reasons why access to general education curriculum is important, the legal requirements for access to the general education curriculum, the meaning of access and the processes by which education teams can provide access, the ability to address individualized needs within the general education setting, and the barriers and facilitators of access. The findings from our thematic analysis of experts’ responses demonstrated strong agreement that “access to the general education curriculum” meant access to state-adopted general education standards; access to general education settings; and access to curriculum, teachers, and instruction that facilitate meaningful inclusion. In addition, themes related to why access is important generated thoughtful reflections on Individual Education Program (IEP) priorities for students with ESN. Barriers and facilitators are also described, as well as a discussion including suggestions for systemic changes.

Developing Formative Strategies to Support Undergraduate Nursing Student's Learning in the Lab.

Undergraduate nursing education consists of supporting students' learning about psychomotor skills. There is variation in strategies used to facilitate learning in the lab setting because there is no single accepted or preferred educational approach. Formative learning strategies were integrated into lab courses throughout a nursing curriculum for undergraduate students at a Canadian university. These strategies included developing and implementing guidelines, a rubric, and an addendum. Students enrolled in lab courses that used these strategies received ongoing verbal and written feedback from their instructor and were provided with an opportunity to engage in reflective practice and refine clinical judgment skills. Using consistent and effective formative strategies to support students' learning in the lab requires further empirical exploration and consideration. [J Nurs Educ. 2024;63(8):560-563.].

Changed lifestyles during the COVID-19 pandemic: the need for health education in the curriculum of pedagogical students

Changed lifestyles during the COVID-19 pandemic: the need for health education in the curriculum of pedagogical students

Assessment of Microhardness of Bulk-Fill Class II Resin Composite Restorations Performed by Preclinical Students: An In Vitro Study

Abstract Objectives A comparable performance between bulk-fill composites (BFCs) and progressively inserted conventional resin composite (CRC) has been observed in previous studies. However, a significant number of dental institutions in India continue to employ incremental techniques for RC restorations during preclinical studies. But as BFCs are gaining popularity, they may soon be a part of the curriculum for dental students. The aim of this study was to assess the microhardness and the polymerization efficiency of bulk-fill composites versus CRC in class II slot preparations restored by second-year dental students on ivorine mandibular first molar teeth with high-intensity (HI) and low-intensity (LI) light-curing units using the standard mesial slot preparation technique. Material and Methods Fifty preclinical dental students of second year of a dental college were recruited for the study on a voluntary basis. During their preclinical instructions, all participants were taught and made to practice the handling and curing techniques for two-surface RC restorations for 4 months. Each student was asked to perform four RC restorations: CRC-HI, CRC-LI, BFC-HI, and BFC LI. Assessment of microhardness was done using the Vickers microhardness (VMH) test. Statistical analysis One-way and multivariate analysis of variance and Bonferroni 's post hoc test tests were used for data analysis. Results The results showed a significant decrease in the VMH readings in the horizontal axis, progressing from the uppermost to the lowermost positions (p > 0.05). In all the examined groups, the VMH values at the deepest reading locations were found to be higher than 80% of the values observed at the occlusal surface reading locations. Statistically significant associations were seen between the RC type and the light source used in the VMH readings conducted (p > 0.05). However, no significant correlation was identified between the type of light source and the vertical VMH readings (p > 0.05). Conclusion Instructing dental students to place RC restorations using CRC or BFC materials together with both HI and LI light-curing protocols is safe and can be considered for preclinical studies.

The Evaluation of Payment for Obstetric and Gynecology Services: From ACOG.

To perform an environmental scan of the current status of reimbursement for obstetric and gynecology services and identify problematic issues and opportunities for change. The areas that were evaluated include the American Medical Association (AMA) relative value unit assignment process, payer rates (where available), and trends in employment and salary determination for obstetrician-gynecologists (ob-gyns). This report was developed by members of the American College of Obstetricians and Gynecologists' (ACOG) Committee on Health Economics and Coding using public-facing payment data from the Medicare Physician Fee Schedule and state Medicaid programs, as well as published research and commentary on payment for physicians, maternal health, and gynecologic surgery. Data from the Centers for Disease Control and Prevention were used to describe typical patient characteristics, and practice survey reports from the AMA were analyzed. Finally, an anonymous online survey was distributed to 27,854 members of ACOG in March 2022, with a response rate of 10.8% (3,018 members) and a CI of ±1.7%. The evaluation found that payment for ob-gyns is heavily influenced by the values and rates set by third-party payers, a patient case-mix that includes a higher-than-average number of patients with Medicaid insurance, and the increase of employed physicians reliant on salary contracts that include productivity requirements and bonuses. The Committee identified action items, including payment reform for obstetric services; advocating for gynecologic surgery time as a priority for hospital administration; developing resources to assist employed physicians with payment, practice, and business management; developing a business and coding curriculum for students and early-career physicians; and continued advocacy with private and public policymakers who influence physician payment.

First, Seek to Understand: Deconstructing the Concept of Poverty for Nursing Education

Poverty, an important social determinant of health, is a multifaceted issue that impacts the health of individuals, families, and communities. People who live in impoverished communities have limited access to many necessary resources. This deficit often results in increased risk for mental illness, chronic disease, higher mortality, and lower life expectancy and greater need for healthcare services. There is a call for nurse educators to provide multiple opportunities throughout curricula for students at all levels to develop competencies to assess and intervene in outcomes impacted by social determinants of health. Doing so requires a perspective of empathy, grounded in cultural humility, to advance health equity and advocate for persons facing challenges, such as those who experience poverty. This article provides an overview of poverty in the context of the social determinants and discusses strategically designed experiential learning experiences, such as simulations and community-academic partnerships. An exemplar of an interprofessional community-academic partnership is provided to illustrate an ongoing successful effort that has fostered a deeper understanding of the lived experience of poverty for students of nursing and other professions.

한국과 중국의 국가 수준 고등학교 수학영재 교육과정의 비교·분석

Objectives The purpose of this study is to find implications for Korean mathematics education by examining how gifted mathematics education is operated in Korea and China through a comparison and analysis of the basic direc-tions of gifted mathematics education in high schools in both countries. Methods We analyzed the contents and composition methods for mathematically gifted students in the education curriculum and textbooks in Korea’s 2022 and 2015 curricula and China’s 2017 revised mathematics and curricu-lum contents and textbooks. Results Korea adheres to standardized processes and contents in each area of algebra, analysis, geometry, proba-bility and statistics, and mathematical history and definitional areas, while China sometimes develops integrated processes that are not restricted to areas by focusing on specific topics. In the geometry area, Korea’s 2015 curric-ulum lacked content for mathematics gifted students compared to China, but this was sufficiently overcome in the advanced geometry newly established in the 2022 curriculum, and the parts that were lacking compared to China, such as mathematical history and definitional areas, were also expanded in mathematics and culture, AI mathe-matics, and other areas of the 2022 curriculum. Conclusions Both countries have advanced courses and textbooks being used in mathematics gifted education, but Korea is divided into general courses and elective courses and specialized courses used in special purpose high schools such as science high schools according to the content composition elements and difficulty, while China is only divided into required courses and elective courses. However, while Korea’s specialized course textbooks are a single book, China allows publishers to create level-based textbooks based on composition elements and difficulty, resulting in diverse content and levels.

일반 고등학교 교육과정 편성·운영 체제의 변천 과정 개관

Objectives This study attempted to examine the overall flow of how the general high school curriculum in Korea has been organized and operated in a time series.
 Methods To this end, this study used literature research methods to collect general high school curriculum docu-ments from the 1st curriculum to the 2022 revised curriculum, and analyzed changes by revision period, focusing on the general high school curriculum organization and operation system, subject organization, and time dis-tribution standards.
 Results First, it was confirmed that a general high school curriculum organization and operation system has been established and standardized, focusing on curriculum organization and time distribution standards. Second, it was confirmed that subjects suitable for the talents, aptitudes, abilities, and careers of general high school students have been properly imposed under the distinction between essential and optional. Third, in terms of efficiency in organizing and operating general high school curriculum, it was confirmed that the criteria for allocation and com-pletion time have been set in consideration of the situation of the local community and school, the needs of stu-dents, and the characteristics and contents of the subject.
 Conclusions First, it is necessary to implement a customized curriculum system optimized based on the student's career so that general high school students can develop their own talents, aptitudes, and abilities and pioneer ca-reers in terms of lifelong learning. Second, to organize and operate a customized curriculum for students, it is nec-essary to restructure the subject by career of general high school students and reorganize the subject in consid-eration of the nature, scope, role, status, and weight of the subject in terms of balance, sequence, and concentration. Third, as the class volume standard shifts from unit to credit, it is necessary to autonomously adjust the criteria and scope of the class time distribution and the completion credit for each subject if necessary at school rather than limiting the general high school course completion credit to the minimum amount of instruction.

Culturally-adapted resilience-building curriculum for medical students: a comprehensive approach at Showa University School of Medicine, Japan

The growing prevalence of psychological morbidity, depersonalization, and low personal accomplishment among medical students underscores the need for resilience-enhancing programs tailored to their specific needs. Incorporating cultural perspectives and societal context into these interventions is crucial to ensure their effectiveness and relevance. In response, Showa University School of Medicine in Japan has pioneered a culturally-adapted, resilience-based curriculum for medical students from their first through sixth years since 2020.
 This presentation will outline the comprehensive framework of the resilience-focused curriculum, including course objectives, content, learning resources, timetables, and pedagogical approaches. Key components of the curriculum encompass self-assessment and reflection, stress management strategies, effective communication and conflict resolution skills, and fostering a growth mindset. Additionally, interdisciplinary collaborations with psychology and social work departments provide individual supports and resources for students.
 Emphasizing the distinct challenges faced by medical students, such as academic stressors, relationships with senior clinical educators, patient and family interactions, and managing errors and burnout, the presentation will highlight the classes on the curriculum, support systems and mentorship programs in promoting mental well-being and resilience.
 The experiences and outcomes of the 2020-2022 cohorts will be shared, offering valuable insights into the effectiveness of the resilience-building curriculum in the Japanese context. Lessons learned from the implementation process, including challenges faced and strategies employed, will provide practical examples for other medical schools seeking to develop similar programs.

Analyzing the Elements and Ramifications of Substance Abuse among Secondary School Students: A Case of Six Selected Secondary Schools in Chibombo District of Central Province, Zambia.

: This research examining the factors and consequences of drug abuse among secondary school pupils: a case of six selected secondary schools in Chibombo district of central province, Zambia. The study aimed at shedding light on the underlying factors contributing to drug abuse and its impact on the pupil’s population. The study used both qualitative and quantitative methods; empirical data was collected from pupils, teachers, school head teachers and education officer through questionnaire guides. The researcher used purposive and simple random sampling, whereby the researcher selected 200 respondents as drowned out from the research population; this included 2 officers from the ministry of education, 6 head teachers, 60 teachers and 132 pupils in six selected secondary schools in Chibombo district of Central province, Zambia. The data which was collected was analysed using Microsoft Excel and SPSS version 25 to produce outputs according to the research objectives. Therefore, the study found out that the burden of substance abuse is still high in our study population and the prevalence was significantly higher among students who had not received any formal teachings on the subject. It therefore becomes imperative to incorporate teachings on substance abuse into the national school curriculum for secondary school students. The National School Health Policy needs to be expanded to incorporate this vital issue. The law enforcement agents regulating drug trafficking in and out of Zambia should begin to beam their search lights on secondary school students.

Assessment of Knowledge, Attitude and Practice of Antibiotic Resistance among Medical Student at Al-Zaiem Al-Azhari University, December 2021 – July 2022

Background: The issue of antibiotic resistance has become a global public health concern, with an extensive clinical and economic burden. In this context, health professionals play a key role in the fight against antibiotic resistance because they play a part in prescribing antibiotics during routine clinical practice. Objectives: to study assessing knowledge, attitude and practice of antibiotic resistance among medical students. Methods: An observational cross-sectional facility-based study was done during period from December 2021 to June 2022 on medical students of AAU. The sample size of the study was 285 By Stratified random sampling technique, according to their academic year then the sample selected randomly from each strata. The data was collected by using electronic structured questionnaire by Google form. Then after collected the data we analysis by SPSS version 25. Result: A total sample of 285 participants were collected. 93% of participants heard about antibiotic resistance. Regarding knowledge, and 91, 9% of participants defined antibiotic resistance as the ability of bacteria & other microorganisms to resist the effects of an antibiotic to which they were once sensitive and about spread of resistance, only 26.7% agree that antibiotic resistance bacteria can spread from animals to human. Regarding the attitude, 84.2% considered that antibiotic resistance is a problem and 89.5% stated that taking antibiotic correctly reduce the risk of antibiotic resistance. Regarding the practice, 51. 6% of students sometimes stop taking antibiotic course after improvement of symptoms and 56,1% get a prescription before starting antibiotics. Conclusion: This study showed that medical students had good knowledge concerning antibiotic resistance with exception about spread of antibiotic resistance, good attitude and moderate practice. So improvements in antibiotic usage and prescribing must be made in the medical curriculum for undergraduate students to reduce the emergence of antibiotic resistance.

The advocacy toolbox: medical student curriculum for integrating advocacy in surgery

The advocacy toolbox: medical student curriculum for integrating advocacy in surgery

Implementation of a coaching training for enhancing empathy and emotional intelligence skills in health science students: a prospective study

BackgroundEmpathy and emotional intelligence are core competencies in the educational curriculum of health science students, both play a significant role in teamwork relationships and in attention patient’s cares; so innovative strategies to enhance these emotional skills are required. We prospectively tested an academic coaching program for improving empathy and emotional intelligence in students of health sciences degrees.MethodsA prospectively single arm intervention study was performed in undergraduate students of nursing, physiotherapy and occupational therapy of the Faculty of Health Sciences from the University of Granada (Spain). The three groups of students participated in nine sessions of coaching, which included a training program to manage patient’s priorities and communication, adherence to treatment, motivation and satisfaction. Survey data included the Cognitive and Affective Empathy Test (TECA), the Trait Meta-Mood Scale (TMMS-24) and the Interpersonal Reactivity Index (IRI) which were assessed at baseline and post-intervention.ResultsA total of 93 students of 259 (mean age of 21.6 ± 3.2 years) participated in the study and completed the sessions of coaching/surveys. After the intervention, we observed an improvement in the cognitive dimension of empathy among nursing students (p = 0.035) and in the affective dimension of empathy in physiotherapy students (p = 0.044). In addition, an increase on perceived emotional intelligence among students was achieved only in nursing/physiotherapy groups (p ≤ 0.048). Finally, slight improvements were founded in the dimensions “Perspective-Taking” and “Personal Distress” of the occupational therapy group (p ≤ 0.031). No significant differences were found for the rest of variables of TECA (p ≥ 0.052), TMMS-24 (p ≥ 0.06) and IRI (p ≥ 0.12).ConclusionsThis study shows that an academic coaching intervention with students from health sciences degrees improves their empathy skills and self-perceived emotional intelligence. The current findings can be used to determine more effective approaches to implementing academic coaching interventions based in better designs as clinical trial studies.

Perception of Special-Care Dentistry among Dental Students at Universitas Indonesia: A Cross-Sectional Study.

To assess the perceptions of special-care dentistry (SCD) among dental students in the Faculty of Dentistry, Universitas Indonesia, Indonesia. This cross-sectional study used a self-administered online questionnaire, and all preclinical and clinical students were invited to participate. The survey items comprised four domains related to participants' characteristics, perceptions of SCD, perceptions of managing patients with special needs, and perceptions of SCD education. The chi-square test and Mann-Whitney test were used in the analysis. A total of 572 students participated in this study. The findings showed that the clinical students were more familiar with SCD than the preclinical students were (p = 0.008). A statistically significant relationship was found between the study program and the ability to work independently with special-needs patients after graduation (p < 0.001), the ability to refer special-needs patients to specialists (p = 0.042), the perception of postgraduate training-program needs (p < 0.001), and the opportunity to consider postgraduate training (p = 0.004). Most of the respondents had a favorable perception of SCD. Thus, an improved SCD curriculum and SCD training for undergraduate and postgraduate students should be provided to develop the knowledge and skills needed to provide care to special-needs patients.

Enhancing interprofessional education readiness in undergraduate dental students: a scenario-based peer learning programme.

Interprofessional Education (IPE) is an educational approach that brings together students from different healthcare professions to foster collaborative learning and teamwork. Before integrating IPE into the curriculum of health preprofessional students, it is necessary to increase their readiness for IPE. Dentistry increasingly values interprofessional collaboration and teamwork for enhanced patient care and healthcare team competencies, an emphasis also echoed by recent dental education authorities. The aim of this quasi-experimental research was to assess the influence of Scenario Based Learning Peer Learning (SBPL) programme, which involved scenarios necessitating interprofessional communication, on the readiness for IPE among a cohort of undergraduate dental students studying within the framework of the European Higher Education Area (EHEA). This study investigates undergraduate dental students' readiness for IPE and the influence of SBPL programme on their readiness. Participants (n = 25) from 18 EHEA countries completed the Readiness for Interprofessional Learning Scale(RIPLS) before and after SBPL programme, held at the 70th European Dental Students' Association (EDSA)meeting. Data were analyzed using the Wilcoxon Signed Rank Test (p = 0.05). After the SBPT programme, there was a statistically significant increase (p < 0.05) in the mean of the total scale, teamwork and collaboration, roles and responsibilities and professional identity subscale. In general, SBPL programme showed a constructive effect on interprofessional readiness. Although there was no statistically significant increase only in items 9,12,18 of the 19 items of the RIPLS, there was an increase in the averages in all except item 12. Our research emphasizes the importance of diverse perspectives and IPE in the realm of dental education. Within the limits of this study, it showcases the efficacy of a brief half-day SBPL programme with interprofessional scenarios in enhancing participants' readiness. The programme notably enhanced dental students' readiness in grasping crucial aspects of IPE: teamwork and collaboration, professional identity, and roles and responsibilities. However, this study does not delve into the potential impact of a comprehensive, long-term curriculum integrating IPE principles. This gap underscores the need for further exploration into the sustained influence of IPE on the interprofessional skills of dental school graduates.

Seas of Motivation: OCEANTG.COM in Maritime English Training

Maritim education possesses a pivotal purpose in endowing kadet with competencies that enable it to function efficiently in the increasingly complex global maritime discourse. This study aims to assess the extent to which the motivation mentioned above can be transmitted through the use of OCEANTG.COM in the study of Maritime English (ME). The methodology for data analysis involved the utilization of a quantitative research design incorporating a questionnaire that was modified from Gardner's Attitude/Motivation Test Battery. The paired t-test yielded significant results regarding the deficient motivation variable with a significance level (Sig.) of 0.000, thus indicating substantial evidence. OPEN SEATNICH.COM, a platform for learning, menadakan potential as a source of inspiration that encourages individuals to comprehend and apply knowledge in the field of maritime English. OCEANTG.COM served as a valuable resource for the development of a practical curriculum for marine students due to its interactive content, fungsional inklusif, and adherence to industry standards. This thesis asserts that there is no need for an innovative thesis statement regarding the motivation of a junior in maritime English.

ANALYSIS OF TEACHERS' PEDAGOGICAL COMPETENCE IN MUSIC LEARNING AT ELEMENTARY SCHOOL

This research addresses the challenge of limited knowledge and ability among classroom teachers in teaching music, especially in elementary schools without dedicated music teachers. The study aims to explore how class teachers implement their pedagogic competence in teaching music at Muhammadiyah Sokonandi Elementary School. Employing a qualitative approach, the research focuses on class II and class V teachers as the subjects. Data collection techniques encompassed observation to assess various aspects, including teachers' understanding of educational theories, practices, technology integration, teacher-student communication, and assessment methods. Additionally, interviews were conducted with grades II and V teachers, concentrating on nine indicators of teacher pedagogic competence in teaching music. These indicators encompassed understanding student characteristics, learning theories, curriculum development, and student potential. Complementing the data obtained from interviews and observations, documentation, such as descriptions of pedagogic competencies and photographs during research activities, was utilized. Data analysis involved data reduction, presentation, and drawing meaningful conclusions. The findings disclosed shortcomings in the application of the nine indicators of pedagogic competence in teaching music, specifically regarding the mastery of learning theory and facilitating student development. In conclusion, this research illuminates the challenges faced in music education at the elementary school level and contributes to enhancing the overall quality of music education. It underscores the significance of improving teacher pedagogic competence in music education to provide enriched learning experiences for students. The insights gained from this study can aid in the development of effective strategies for promoting music education in elementary schools.

Introduction to Disability and Antiableist Health Care: A Pilot, Student-Led Module for Preclinical Medical Students.

Physical medicine and rehabilitation physicians often care for disabled patients, who comprise America's largest marginalized population. Despite medical students' and physicians' discomfort with caring for disabled patients and the pervasiveness of ableism in health care, medical education lacks disability-focused education. Kern's approach to curriculum development and disability community input were used to design a three-part, elective curriculum for first-year medical students. Part one introduced disability models and language. Part two described how to perform a comprehensive history and physical examination for a disabled patient using ADEPT-CARE. Part three provided an overview of disability history and the disability rights movement. The curriculum's goal was to improve students' attitudes regarding disability health and self-perceived knowledge and confidence in caring for patients with disabilities. The curriculum was evaluated through presurvey and postsurvey. Students favorably reviewed the curriculum. One hundred percent of students ( n = 21) agreed or strongly agreed that the curriculum improved their knowledge of disability health, increased their perceived confidence in caring for patients with disabilities, and enhanced their medical education. There were no statistically significant differences in students' attitudes toward patients with disabilities after curriculum completion. Our asynchronous module provides one potential curriculum for increasing preclinical medical students' self-perceived knowledge of disability health.

Prejudice and determinants regarding tuberculosis patients among medical students in Dalian, Northeast China: a cross-sectional study.

Health workers play a central role in global tuberculosis (TB) elimination efforts. If medical students have prejudiced attitudes toward TB patients, this may make it difficult for them to provide effective health care to TB patients in their future roles as health workers. There is currently no research on prejudice toward TB patients among medical students in China. This study aimed to explore the current status of medical students' prejudice against patients with TB and its associated predictors. We conducted a cross-sectional questionnaire survey among medical students at a medical university in Dalian, Liaoning Province, Northeast China. Multiple logistic regression analysis was employed to determine the predictive factors of medical students' prejudice against patients with TB. More than half (57.23%) of the medical students held prejudices against individuals with TB. Multivariate logistic regression analysis revealed that not receiving TB health education (OR: 2.12, 95% CI: 1.35-3.32), not knowing a person with TB (OR: 2.52, 95% CI: 1.39-4.56), and fear of TB/TB patients (OR: 6.79, 95% CI: 4.36-10.56) were identified as risk factors for medical students' prejudice against TB patients. Conversely, residing in rural areas (OR: 0.60, 95% CI: 0.38-0.95), agreeableness (OR: 0.82, 95% CI: 0.73-0.92) and emotional stability (OR: 0.90, 95% CI: 0.81-1.00) in the Big Five personality traits, and a better understanding of TB knowledge (OR: 0.58, 95% CI: 0.38-0.89) were identified as protective factors. In China, a considerable number of medical students still exhibit prejudice against patients with TB. Targeted interventions, such as incorporating TB health education into the core curriculum of medical students, and enhance their agreeableness and emotional stability, are still needed. Furthermore, greater focus should be placed on medical students from urban backgrounds or those who harbor fear or do not know a person with TB.

Effectiveness of a School Intervention Based on Knowledge, Attitude, and Practice of Soil-Transmitted Helminths.

More than 1.5 billion people are infected by soil-transmitted helminths (STHs) worldwide, comprising one of the world's most serious public health problems. School-age children are the most affected as a result of precarious hygienic habits, especially in economically poor areas that lack appropriate sanitation. Therefore, this study aimed to evaluate a didactic method via a health education approach as a complement to the school curriculum of the sixth-grade students of public schools, distributed among six cities in the state of São Paulo, Brazil. For this, a didactic booklet was elaborated with educational explanatory activities about worms, their life cycle, and how to avoid infections. The intervention was measured by the change caused by knowledge, attitude, and practice (KAP), in students before and after using the notebook, through a questionnaire with high validity and internal consistency. Schools were assigned randomly into intervention and control groups, receiving both the didactic material and the questionnaires, versus the questionnaires only, respectively. The results were submitted to an analysis of covariance that revealed a significant difference pre- and postintervention for knowledge (P < 0.001), with greater means (0.54) compared with the control group (0.44); attitude (P < 0.005), with respective means of 0.56 versus 0.48; and practice (P < 0.001), with means of 0.75 versus 0.57. These findings set the didactic material as a potential tool to complement the school curriculum through KAP without disrupting the teaching system, in addition to assisting teachers in health education at schools aiming to prevent children's infections by STHs.