Information only curricula Interventions that provide information to correct inaccurate perceptions regarding the prevalence of tobacco use and oppose inaccurate beliefs that smoking is social acceptable.
Social competence curricula Interventions that help adolescents refuse offers to smoke by improving their general social competence and personal and social skills.
Box 1 Types of curricula in schools to prevent smoking Information only curricula Interventions that provide information to correct inaccurate perceptions regarding the prevalence of tobacco use and oppose inaccurate beliefs that smoking is social acceptable.
It is thus not possible to determine the effect of smoking prevention curricula interventions on each of these groups, and if some groups increased and others decreased their smoking, the effect of the curricula could be completely obscured.
Social influence curricula Interventions that endeavour to overcome social influences to use tobacco by teaching adolescents to be aware of social influences that encourage substance use, teach skills to resist offers of tobacco, and deal with peer pressure and high-risk situations that might persuade an adolescent directly or indirectly to smoke.
11 Curricula interventions (eg, teaching transitional care practices) have been rated as useful for increasing knowledge about adverse events in transitional care, especially for competence in discharging chronically ill patients in a safer manner and for educating patients on discharge medications.
METHOD: The authors systematically searched the PubMed, Education Resources Information Center, Academic Search Complete, and Education Full Text databases for peer-reviewed English-language articles published 1980-2014 descurriculaurricula with interventions to teach medical students leadership skills.
The intervention curricula were culturally and linguistically tailored for each population.
No overall effect of intervention curricula versus control was found based on the pooled results at follow-up at 1 year or less (OR 0.94; 95% CI 0.85 to 1.05).
As we have argued above, one major reason for drop-out and post-interventional adherence decay is a lack of concordance between the interventions' curricula and a participant's idiosyncratic abilities, preferences and environmental constraints.
