Working paper Open Access
The value of a formal education is limited if people are unable to use or “transfer” what they learn in school to other contexts. However, there is uncertainty about how to achieve and evaluate transfer of learning, especially “far” transfer. Intended transfer of learning from an intervention is an intended increase in transfer outcomes attributed to the intervention in a randomised trial. To help assess potential far transfer of learning (far transfer effects) from an intervention intended to improve critical thinking about health choices—the Informed Health Choices (IHC) secondary school intervention—we are developing and evaluating (validating) questionnaire items (questions or tasks). In a separate, subsequent study, we will conduct a quantitative evaluation of the items. We will use the items developed in this study to measure outcomes in the 1-year-follow-up assessments of randomised trials of the IHC secondary school intervention in Kenya, Rwanda, and Uganda. In a separate, subsequent study, we will conduct a quantitative evaluation of the items.
The overarching steps of this study are 1) developing a model of potential transfer of learning from the intervention; 2) prioritising outcomes included in the model; 3) brainstorming and drafting questionnaire items; and 4) conducting a qualitative evaluation of the items.
Results of the study will include:
An important limitation of the study is that any measure of skill developed will be intervention-inherent when used in the trials.
Oxman 2022 Transfer Items Protocol V1.pdf
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