specific to the needs of a select group of students in WV while using a similar Likert scale survey method to evaluate the awareness of students’ comfort levels with the subject matter. 7, 11
The results of this study were consistent with the hypothesis that the knowledge and comfort of students in discussing preventative healthcare would significantly improve after each educational module. The mental health module was associated with the largest improvement between pre-and post-module surveys, likely due to the challenges faced in rural settings where stigma and misinformation about mental health are prevalent. 13 This significant difference illustrates the effectiveness of educational models in breaking down barriers to healthcare literacy, particularly in stigma-sensitive areas. Moreover, the findings highlighted that interactive learning methods notably enhanced student engagement and knowledge retention. These outcomes align with established educational theories that emphasize the value of active participation in learning.
This study has limitations. The data collection period was short( one month), sample size was small, no pilot study was conducted, and all participants were from a single high school. Qualitative feedback was not collected, limiting insights into which module components students found most effective. Additionally, while the surveys aimed to assess knowledge, attitudes, and comfort levels, overlapping module survey questions prevented separate domain analysis, prompting the use of a single composite score. Survey completion also fell short of 100 %, likely due to time constraints at the end of class periods and the voluntary nature of participation. Future studies should refine survey design, consider scheduling logistics, and include open-ended questions to enhance data quality and generalizability.
The long-term goal of this project is to grow its reach to more schools throughout WV, increasing its impact on rural health education and preventive care. This project provides a solid framework that future medical students can use and build upon, ensuring it remains effective and relevant over time. Medical students play a unique role in this initiative, as they can connect with high school students in a relatable way while also using their medical training to share accurate and useful information. By combining approachability with expertise, the program helps create an environment where students feel comfortable learning and talking about healthcare topics. This approach ensures the program’ s success and supports its continued use in schools across the state.
CONCLUSION
This project demonstrated that educational modules presented to high school students in rural WV were associated with significantly higher ratings on a post-module survey, indicating potentially improved student knowledge about serious health topics and comfort with discussing such topics. With plans to expand to additional schools throughout WV, this program represents a step toward addressing health literacy gaps in underserved communities, creating a culture of preventative care, and ultimately improving long-term health outcomes for rural populations. This study further provides evidence that medical students, who were the implementers of the program, are a strong and plentiful resource that may be able to improve health literacy levels, as WV has more medical students per capita than any other state in the country. 14
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