Does virtual versus in-person e-cigarette education have a differential impact

Datos Bibliográficos

ID21323665
AutoresShivani Mathur Gaiha (0000-0002-0636-8936, Stanford University), Amelia Warnock (Division of Hospital Medicine, Department of Pediatrics, The University of Alabama at Birmingham, Birmingham, AL, USA), Shelby Kile (Division of Hospital Medicine, Department of Pediatrics, The University of Alabama at Birmingham, Birmingham, AL, USA), Kennon Brake (Heersink School of Medicine, The University of Alabama at Birmingham, Birmingham, AL, USA), Clementino Vong do Rosario (Division of Hospital Medicine, Department of Pediatrics, The University of Alabama at Birmingham, Birmingham, AL, USA), Gabriela R Oates (0000-0003-4052-1524, Division of Pulmonary & Sleep Medicine, Department of Pediatrics, The University of Alabama at Birmingham, Birmingham, AL, USA), Bonnie Halpern‐felsher (0000-0001-9276-1322, Stanford University, autor de correspondencia), Bonnie Halpern-Felsher (Stanford University), Susan C Walley (0000-0002-4094-2217, University of Alabama at Birmingham Hospital)
Año2022
Volumen81
Número7
Páginas891-900
Fecha de publicación2022-11-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaHealth Education Journal (JOURNAL)
Identificadores de la revistaISSN: 0017-8969 • E-ISSN: 1748-8176
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/00178969221119287
PMID41584954
OpenAlexW4293696573
IdiomaEN
Referencias citadas13

Background: E-cigarette prevention education aims to mitigate adolescent e-cigarette use. Such education is increasingly delivered through virtual/video-based teaching platforms (e.g. Zoom, Google Classrooms). However, there is little evidence about the effectiveness of virtual e-cigarette education compared to in-person education on adolescents' knowledge about e-cigarettes, perceived addictiveness and intent to try e-cigarettes, cigarettes, and marijuana. Objective: To evaluate the effectiveness of virtual e-cigarette education compared to in-person education on student knowledge and perceived addictiveness of e-cigarettes and intent to try e-cigarettes. Design Setting and Method: = 286) (mean age: 14.36 years). The study used a 25-minute educational presentation about the health effects of e-cigarettes, the risks of second- and third-hand smoke, the addictive nature of nicotine, and marketing strategies of e-cigarette companies. Participants completed a 10-minute self-administered survey immediately before and after the presentation. Results and conclusion: Except for certain e-cigarette knowledge-related items, our study shows that both virtual and in-person education had similar effects on improving knowledge about e-cigarettes, increasing perceived addictiveness and reducing intent to try e-cigarettes, cigarettes and marijuana among participants. Virtual education may be applied where in-person education is not feasible (e.g. in rural communities)

Addiction · Health education · Presentation (obstetrics) · Psychiatry · Public health · COVID-19 and Mental Health · Indoor Air Quality and Microbial Exposure · Medicine · Nursing · Psychology · Smoking Behavior and Cessation · Surgery