Steve M. Dorman

The Feasibility of a Web-Based Surveillance System to Collect Health Risk Behavior Data from College Students

This study examined the feasibility of collecting health risk behavior data from undergraduate students using a Web-based survey. Undergraduates were randomly selected and assigned randomly to a mail survey group and a Web survey group. There were no statistically significant differences between the two groups for demographics, response rates, item completion, and item completion errors. Yet differences were found for response time and sensitive item completion. This is the first study to demonstrate the feasibility of collecting health risk behavior data from undergraduates using the Web. Undergraduates are just as likely to respond to a Web survey compared with a mail survey and more likely to answer socially threatening items using this method. Also, the Web format and protocol required less time to administer. Researchers and practitioners conducting health survey research with college students or other homogeneous populations who have access to e-mail and the Web should consider using a Web-based survey design as an alternative to a mail, self-administered survey. In such a population, a Web-based survey should not discourage participation, particularly if participants are interested in the questionnaire content.

A primer on quality indicators of distance education

In the past decade, there has been an enormous growth of distance education courses and programs in higher education. The growth of distance education is particularly evident in the field of health education. However, the enormous potential of distance education is tempered by one overriding question: How does one ensure that distance education coursework and degrees are of high quality? To this end, the purpose of this study is twofold: to identify quality indicators of distance education and to provide implications of the identified quality indicators for health education researchers and practitioners. The results of the study reveal common benchmarks and quality indicators that all parties deem important in designing, implementing, and evaluating distance education courses and programs.

Development of an Instrument to Assess Student Opinions of the Quality of Distance Education Courses

The purpose of this study was to develop a culturally sensitive instrument to assess the quality of distance education courses offered at a university in the southern United States through evaluation of student attitudes, opinions, and perceptions of distance education. Quality indicators, identified in a systematic literature review, coupled with an ecological framework served as the theoretical foundation for the instrument development process. The process of test development, outlined in the Standards for Educational and Psychological Testing (1999), was used and combined with Dillmans (2000) four stages of pretesting to construct the instrument. Results indicated that the model constructed from the quality indicators and ecological framework provided valid and reliable measures of student attitudes, opinions, and perceptions of quality of the distance education courses.

The Relationship between Radon Knowledge, Concern and Behavior, and Health Values, Health Locus of Control and Preventive Health Behaviors

Understanding similarities between health-related and radon-related knowledge, attitudes, and behaviors may suggest application of effective strategies of radon-related education in targeted populations. A mail survey was returned by 300 randomly selected homeowners in a community at risk for high home radon concentrations (50% response). While 64% were concerned, only 7% tested their homes. The expected association between radon knowledge, radon concern, and information-seeking was identified. In addition, those who tested their homes had greater knowledge and did more information seeking. Health values and radon concern were only weakly related. Environmental concern explained the greatest variance in radon concern (10%). Internal health locus of controls were more likely to have high radon concern. Of the preventive health behaviors, not smoking and seat belt use were the best predictors of variance in radon concern (5%). Segmenting the population is suggested for best educational outcome. Relating information to environmental issues may be helpful. Health-conscious people may need awareness of risks. Issues of self-control and radon testing and reduction may be helpful for some. Synergy between smoke and radon, compounded by smokers lack of concern suggests targeting smokers for education efforts.

The Alameda County Study: A Systematic, Chronological Review

Abstract This study is a systematic review of the Alameda County study findings and their importance in establishing a link between lifestyle and health outcomes. A systematic review of literature was performed and data indicating important links between lifestyle and health were synthesized. Although initial studies focused on the associations between health outcomes and personal health habits known as the “Alameda 7,” subsequent studies focused on the relationships between social variables, religiosity, several chronic health problems, and long-term health. Significant findings during periodic assessments of the original 1965 cohort yielded strong support for a link between lifestyle habits and long-term health outcomes. Additionally, social networks, religiosity, and several demographic variables were found to be associated with chronic disease development.

Social-Cognitive Predictors of College Student Use of Complementary and Alternative Medicine.

Abstract Background: Little research has addressed the prevalence and predictors of complementary and alternative medicine (CAM) use among undergraduate students. Purpose: The purpose of this study was to: (1) measure the prevalence and type of CAM use among a sample of college undergraduates, and (2) test the significance of select social-cognitive constructs and demographics as predictors of CAM use among a college population. Methods: A random sample of undergraduate students within the Texas A&M University system was solicited via e-mail to complete a web-based survey. Results: Findings show high rates of CAM use. Gender, attitude toward CAM, outcome expectancies regarding the health care encounter, and social network use of CAM were shown to be significant predictors of CAM use. Discussion: CAM use is popular among college students. Results from this study can inform health care and health education professionals interested in improving health care processes and addressing positive and negative issues related to CAM use. Translation to Health Education Practice: Health educators should be prepared to present CAM as health care options and discuss benefits and risks associated with CAM therapies. Researchers should continue to explore the psychosocial determinants of CAM use as a guide for health education and intervention.

Consumption of Sport-Related Dietary Supplements Among NCAA Division 1 Female Student Athletes

OBJECTIVES To determine factors that influence sport-related dietary supplement consumption among NCAA Division 1 female student athletes and to estimate the plausibility of the theory of planned behavior (TPB) for predicting the use of sport-related dietary supplements among NCAA Division 1 female student athletes. METHOD Self-report data were collected by questionnaire from 207 NCAA Division 1 female student athletes. Parameter estimates of 3 TPB-based models were calculated using Mplus software. RESULTS The TPB-based models explained 64-66% and 18% of variance in behavioral intention and behavior, respectively, with subjective norm being the strongest predictor of dietary supplement consumption intention. CONCLUSIONS Results support plausibility for the TPB to predict sport-related dietary supplement consumption among NCAA Division 1 female student athletes.

The Role of School Health Instruction in Preventing Interpersonal Violence

The social and human costs of youth violence are staggering. Reducing violence among youth will require a multifaced approach, including educational strategies aimed at reducing the prevalence of high risk behaviors associated with youth violence. This article examines the role of school health instruction in preventing interpersonal violence. Specifically, this article provides an overview of comprehensive school health education; suggests instructional content for violence prevention education; explores options for administering violence prevention education; discusses theoretical frameworks supporting education strategies; provides criteria for selecting violence prevention curricula and mateirals; examines possible limitations and barriers to violence prevention education; and provides recommendations for implementing programs. Though classroom health instruction should not be expected to solve problems associated with youth violence, prevention education needs to be delivered within the context of comprehensive school health education.

Commentary on Ranking of Doctoral Programs of Health Education Comments from the Sidelines

In 1966, when Edward Johns and Harold LeMasitre conducted their review of doctoral preparation institutions in school and college health education, some 26 universities reported PhD preparation programs (Johns & Lemasitre, 1966). Of these, 4 were located in New York and 3 in California. How times have changed! Since that initial listing, some programs have disappeared] while others emerged to take their place. According to Notaro, O’Rourke, and Eddy (2000) 44 PhD preparation institutions now exist in health education. Given the current administrative climate on college and university campuses, perhaps it was inevitable that a ranking system for health education eventually would be established. In 1981, Forouzesh and Creswell presented the results of an external peer review of health education graduate programs based on reputation at the 109th meeting of the American Public Health Association, but this report was not followed up or disseminated in the literature (Forouzesh, personal communication, September, 1981). The desire to compare academic programs and disciplines has resulted in the creation of several nationally acclaimed ranking systems as noted by the authors. To date, however, PhD preparation programs in health education have not been featured in these national ranking systems. On some campuses this omission has left leaders in health education at a disadvantage when competing for funds to develop and enhance programs, when other programs and disciplines could show clearly their national rankings. As with comparisons of any sort, rankings can leave a “bad taste.” Some cry foul because they were not ranked where they believe they should be ranked. Others attempt to find fault with the rankers or the ranking device. Fear of creating a bad taste, however, should not deter comment and discussion regarding the merits and weaknesses of any ranking system. Constructive feedback and evaluation of a ranking system should be considered. For a ranking system to survive, it must enjoy the respect and confidence of professionals in the discipline. Knowing that a ranking system of this type and subsequent evaluative reviews of such may create tension and vociferous discussion, it is with an irenic spirit that this reviewer offers the following questions and comments.