Implementing a State‐Adopted High School Health Curriculum

A Case Study

Bibliographic Data

ID21354334
AuthorsAndria B Eisman (0000-0002-4100-6543, Department of Health Behavior and Health Education University of Michigan School of Public Health 1415 Washington Heights Ann Arbor MI 48109, corresponding author), Amy M Kilbourne (0000-0001-5815-6401, Department of Psychiatry University of Michigan Medical School Ann Arbor MI 48109, corresponding author), Quyen Ngo (0000-0002-9781-4291, Department of Emergency Medicine University of Michigan Medical School 1500 East Medical Center Drive Ann Arbor MI 48105, corresponding author), Judy Fridline (Genesee Intermediate School District, Center for Countywide Programs 5075 Pilgrim Road Flint MI 48507), Marc A Zimmerman (0000-0001-5064-4259, Department of Health Behavior and Health Education University of Michigan School of Public Health 1415 Washington Heights, Ann Arbor MI 48109, corresponding author), Dana Greene (Department of Health Behavior and Health Education University of Michigan School of Public Health 1415 Washington Heights Ann Arbor MI 48109, corresponding author), Rebecca M Cunningham (0000-0002-6382-2365, Department of Emergency Medicine University of Michigan Medical School 1500 East Medical Center Drive Ann Arbor MI 48105, corresponding author)
Year2020
Volume90
Issue6
Pages447-456
Publication date2020-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of School Health (JOURNAL)
Journal identifiersISSN: 0022-4391 • E-ISSN: 1746-1561
PublisherWiley (PUBLISHER • GB)
DOI10.1111/josh.12892
PMID32227345
OpenAlexW3013231143
LanguageEN
Citations received4
References cited26

BACKGROUND: The Michigan Model for HealthTM (MMH) is the official health curriculum for the State of Michigan and prevailing policy and practice has encouraged its adoption. Delivering evidence-based programs such as MMH with fidelity is essential to program effectiveness. Yet, most schools do meet state-designated fidelity requirements for implementation (delivering 80% or more of the curriculum). METHODS: We collected online survey (N = 20) and in-person interview (N = 5) data investigating fidelity and factors related to implementation of the MMH curriculum from high school health teachers across high schools in one socioeconomically challenged Michigan county and key stakeholders. RESULTS: We found that 68% of teachers did not meet state-identified standards of fidelity for curriculum delivery. Our results indicate that factors related to the context and implementation processes (eg, trainings) may be associated with fidelity. Teachers reported barriers to program delivery, including challenges with adapting the curriculum to suit their context, competing priorities, and meeting students' needs on key issues such as substance use and mental health issues. CONCLUSIONS: Multiple factors influence the fidelity of health curriculum delivery in schools serving low-income students. Investigating these factors guided by implementation science frameworks can inform use of implementation strategies to support and enhance curriculum delivery.

Context (archaeology) · Curriculum · Curriculum development · Fidelity · Medical education · Pedagogy · Engineering · Health Policy Implementation Science · Medicine · Psychology · Public Health Policies and Education · School Health and Nursing Education