Leila Cusack
Bond University
4 Papers
Leila Cusack is an academic researcher from Bond University. The author has contributed to research in topics: Medicine & Health education. The author has an hindex of 3, co-authored 3 publications.
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Papers
Educational interventions to improve people’s understanding of key concepts in assessing the effects of health interventions: a systematic review protocol
TL;DR: This systematic review of the literature will use a search strategy that has been developed in conjunction with a Health Sciences Librarian who has expertise in systematic review searching to identify relevant studies and assess educational interventions designed to improve participants’ understanding of key concepts relevant to evaluating the effects of health interventions.
Establishing a library of resources to help people understand key concepts in assessing treatment claims—The “Critical thinking and Appraisal Resource Library” (CARL)
John C. Castle,Iain Chalmers,Patricia Atkinson,Douglas Badenoch,Andrew D Oxman,Astrid Austvoll-Dahlgren,Lena Nordheim,L Kendall Krause,Lisa M. Schwartz,Steven Woloshin,Amanda Burls,Paola Mosconi,Tammy Hoffmann,Leila Cusack,Loai Albarqouni,Paul Glasziou +15 more
TL;DR: The Critical thinking and Appraisal Resource Library (CARL), a database containing learning resources for those who are responsible for encouraging critical thinking about treatment claims, is created, which currently contains over 500 open-access learning-resources.
A qualitative study exploring high school students' understanding of, and attitudes towards, health information and claims
TL;DR: Young people of high school ages are already making decisions about using readily available health interventions (such as sports drinks and beauty products), so no research has examined young adults who are attending high school's understanding of health claims.
Teaching Australian high school students to think critically about health claims: a cluster randomized trial.
TL;DR: This paper evaluated the effectiveness of an educational intervention on students' ability to identify and appraise health claims and found that most intervention group students 'trusted' and 'liked' the programme and found the content "easy" and 'helpful'. Most teacher feedback was positive, some noting challenges of covering content in allocated time and maintaining student engagement.
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