Prioritised IHC concepts.

Background
The Informed Health Choices Key Concepts are principles for thinking critically about healthcare claims and deciding what to do. The Key Concepts provide a framework for designing curricula, learning resources, and evaluation tools.
Objectives
To prioritise which of the 49 Key Concepts to include in resources for lower secondary schools in East Africa.
Methods
Twelve judges used an iterative process to reach a consensus. The judges were curriculum specialists, teachers, and researchers from Kenya, Uganda, and Rwanda. After familiarising themselves with the concepts, they pilot-tested draft criteria for selecting and ordering the concepts. After agreeing on the criteria, nine judges independently assessed all 49 concepts and reached an initial consensus. We sought feedback on the draft consensus from other stakeholders, including teachers. After considering the feedback, nine judges independently reassessed the prioritised concepts and reached a consensus. The final set of concepts was determined after user-testing prototypes and pilot-testing the resources.
Results
The first panel of judges prioritised 29 concepts. Based on feedback from teachers, students, curriculum specialists, and members of the research team, two concepts were dropped. A second panel of nine judges prioritised 17 of the 27 concepts that emerged from the initial prioritisation and feedback. Based on feedback on prototypes of lessons and pilot-testing a set of 10 lessons, we determined that it was possible to introduce nine concepts in 10 single-period (40-minute) lessons. We included eight of the 17 prioritised concepts and one additional concept.
Conclusion
Using an iterative process with explicit criteria, we prioritised nine concepts as a starting point for students to learn to think critically about healthcare claims and choices.

研究背景
知情健康选择核心要点（Informed Health Choices Key Concepts）是用于批判性审视医疗健康主张并做出决策的原则体系，可为课程体系、学习资源及评估工具的开发提供框架支撑。
研究目标
本研究旨在从49项核心要点中筛选适配东非初中阶段教学资源的要点内容。
研究方法
12名评审专家采用迭代流程达成共识，这些专家分别来自肯尼亚、乌干达和卢旺达，涵盖课程专家、一线教师与科研人员。在熟悉全部核心要点后，评审团队对用于筛选与排序要点的初步标准开展了预测试。就筛选标准达成一致后，9名评审专家独立评估全部49项核心要点，并形成初步共识。研究团队向包括教师在内的多方利益相关方征求了对初步共识草案的反馈意见。综合考量反馈意见后，9名评审专家再次独立评估已初步筛选出的要点，并达成最终共识。最终入选的要点集合是在完成原型用户测试与资源预测试后确定的。
研究结果
首轮评审专家组筛选出29项核心要点。结合教师、学生、课程专家及研究团队成员的反馈，移除了2项要点。由9名评审专家组成的第二轮专家组，从初步筛选与反馈后剩余的27项要点中再次筛选出17项。基于课程原型的反馈结果与10节课程的预测试情况，研究团队确认可在10节单课时（每节40分钟）的教学中覆盖9项要点。最终入选17项要点中的8项，并额外纳入1项要点。
研究结论
本研究通过采用明确标准的迭代流程，筛选出9项核心要点，作为学生学习批判性审视医疗健康主张与健康选择的入门内容。