A Meta-analysis on the effectiveness of multiple health education implementation forms on exercise behavior among college students

Abstract

Objective To compare the effectiveness of three forms of health education including classroom teaching, network teaching and after-class tutoring on exercise behavior among college students.

Methods A literature search was performed using web of science, PubMed, ScienceDirect, Scopus, Cochrane Library, and CNKI database on randomized controlled trials of health education intervention on exercise behavior among college students. Literature filtering, data extraction, and assessment of the risks of bias were conducted by two independent researchers using Stata 16.0 software based on traditional Meta-analysis and network meta-analysis.

Results A total of 23 literatures were included. The results showed that health education courses could effectively increase the weekly exercise time of college students ( SMD = 0.29), exercise frequency ( SMD = 0.25) and number of students participating in exercise ( OR = 1.33). Subgroup analysis revealed that the increase in classroom teaching and network teaching associated with increased weekly exercise time ( SMD = 0.45, 0.36), exercise frequency ( SMD = 0.22, 0.37) and exercise number ( OR = 1.36, 1.26) (all P<0.05); The effect of after-class tutoring on the time and frequency of weekly exercise was not statistically significant ( P>0.05). Indirect comparison showed that the effects of classroom teaching and network teaching on weekly exercise time, and exercise frequency were superior to that of extracurricular counselling ( P<0.05); There were no significant differences in the weekly exercise time, frequency and number of participants between the two groups ( P>0.05). Based on SUCRA method and the effect size, health education in the form of classroom teaching may have the greatest effect on the weekly exercise time, frequency and the number of students participating in the exercise ( SUCRA = 91.5, 94.1, 87.1).

Conclusion Health education in the form of classroom teaching and network teaching can positively influence exercise behavior of college students. It is suggested that health education courses should be carried out in college courses so as to better promote college students to participate in physical exercise.

Abstract

【摘要】 目的 比较课堂教学、网络教学及课外辅导 3 种健康教育模式影响大学生锻炼行为的效果, 为促进大学生参与锻炼的有效性及具体方法的选择提供依据。 方法 米用 Meta 分析的方法, 检索在 Web of Science、PubMed、ScienceDirect、Scopus、Cochrane Library、CNKI 等数据库中关于健康教育不同的实施方法干预大学生锻炼行为的随机对照实验研究文献, 以 (“大学生” 或 “学生” 或 “青年”) 和 (“健康教育” 或 “教育” 或 “干预” 或 “健康课程”) 为中文主题词进行布尔逻辑检索；以 (“university student” or “student” or “youth” or “college student”) AND (“Health Education” or “Education” or “Intervention” or “Health Curriculum”) 为英文主题词进行布尔逻辑检索。语种限制为中文或英文, 检索截止到 2021 年 2 月 1 日, 同时对相关文献的参考文献进行追溯。由 2 名研究者独立对文献进行筛选、数据提取及偏倚风险的评估, 采用 Stata 16.0 软件依次进行传统Meta分析及网状Meta分析。 结果 共纳人 23 篇文献, 结果显示健康教育课程能够有效增加在校大学生的每周锻炼时间、锻炼频率和参与锻炼的人数 ( SMD/OR 值分别为 0.29, 0.25, 1.33); 亚组分析认为课堂教学和网络教学在增加每周锻炼时间、锻炼频率和锻炼人数 ( SMD/OR 值分别为 0.45, 0.36; 0.22, 0.37; 1.36, 1.26) 上差异均有统计学意义 ( P 值均<0.05); 课外辅导影响大学生每周锻炼时间和频率上差异均无统计学意义 ( P 值均>0.05); 间接比较结果认为, 课堂教学、网络教学在增加大学生每周锻炼时间、锻炼频率上优于课外辅导 ( P 值均<0.05), 在每周锻炼时间、频率及参与人数上差异均无统计学意义 ( P 值均>0.05)。SUCRA法结合效应量认为, 课堂教学形式的健康教育课程在影响大学生每周锻炼时间、频率及参与锻炼的人数 ( SUCRA 值分别为 91.5, 94.1, 87.1) 上可能效果最好。 结论 课堂教学与网络教学形式的健康教育课程能够积极影响大学生的锻炼行为。建议在大学课程中开设健康教育课程, 促进大学生参与体育锻炼。