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- Title
High School Student Driving Perceptions Following Participation in a Distracted Driving Curriculum.
- Authors
Linden, Pamela L.; Endee, Lisa M.; Flynn, Erik; Johnson, Lisa M.; Miller, Carrie-Ann; Rozensky, Russell; Smith, Stephen G.; Verderosa, Casey
- Abstract
Objectives. Distracted driving is a major public health issue in the United States. In response to requests from high school students participating in a university-based initiative, the authors describe the collaborative development and implementation of a curriculum designed to address distracted driving behaviors among students in four high-needs school districts in the northeastern United States. Method. The curriculum integrates current statistics on distracted and drowsy driving and three interactive learning stations: driving while distracted, walking while distracted, and driving while drowsy. Pre- and postsurveys were conducted to collect student driving data, assess student satisfaction with the program, and assess their likelihood of speaking up as a passenger in a high-risk situation. Results. The majority of students reported that they learned new information and would recommend the program to others. A Wilcoxon signed-rank test showed that students were more likely to speak up as a passenger with a distracted or drowsy driver (p <.001) after the program. Conclusion. This experience demonstrates a voluntary, multidisciplinary, university-based collaboration in the development of a novel public health education initiative. Based on the success of this phase, school districts elected to participate in Train the Trainer sessions to continue the program within their local high-needs school district.
- Subjects
UNITED States; PUBLIC health; CURRICULUM planning; PSYCHOLOGY of high school students; LEARNING strategies; MEDICAL practice; SATISFACTION; STUDENTS; SURVEYS; WALKING; DISTRACTED driving; HUMAN services programs; EVALUATION of human services programs; MANN Whitney U Test
- Publication
Health Promotion Practice, 2019, Vol 20, Issue 5, p703
- ISSN
1524-8399
- Publication type
Article
- DOI
10.1177/1524839918824322