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The 13th World Conference on Tobacco OR Health

Building capacity for a tobacco-free world

July 12-15, 2006, Washington, DC, USA



Thursday, July 13, 2006 - 12:00 PM
13-266

Observational Assessment of the Implementation of a Tobacco Prevention Program in Schools in Urban India: Mytri - Year 1

Tamanna Saxena, M.sc1, Shifalika Goenka, MBBS, PhD1, Melissa Stigler, PhD, MPH2, Monika Arora, Msc3, Abha Tewari, M.A, M.Phil1, Shweta Sharma, M.sc4, Cheryl Perry, PhD2, and K.Srinath Reddy, MBBS, MD, M.sc5. (1) Mobilising Youth for Tobacco Related Initiatives in India ( Project MYTRI ), Health Related Information Dissemination Amongst Youth ( HRIDAY ), V-15, Green Park Extension, New Delhi-110016, Delhi, India, (2) University of Minnesota, Minnepolis, (3) HRIDAY-SHAN, V-15, Greeen Park Extension, Delhi-110016, Delhi, India, (4) HRIDAY, (5) Department of Cardiology, All India Institute of Medical Sciences, Delhi, India, AIIMS,Ansari nagar, Delhi, Delhi

Objective: 1) To assess the fidelity of implementation of a multi-component, tobacco prevention program, in urban schools in India, with the help of systematic observations 2) To identify the components which are best implemented.

Methods: Project MYTRI* is a group randomized trial to prevent and reduce tobacco use among youth. 32 schools in Delhi (n=16) & Chennai (n=16) were recruited, matched and randomly assigned to receive a tobacco prevention intervention or delayed intervention. The Year 1 intervention consisted of 7 classroom sessions and 1 intra and inter-school activity in 6th and 8th grades. Classroom sessions followed a uniform methodology with similar components: student-led activity introductions (“mascot scripts”), interactive discussions, interactive games, and worksheets. Observational Assessment: One session was selected from activities 1-4 and 5-7 respectively, in at least 2 classrooms of each intervention school and observed by community co-coordinators.

Results: The “mascot scripts”, which are a student-led activity specific agenda setting introductions were completed on average in 88%(70-96%) of classroom observations, teacher initiated interactive discussions in 70%(60-78%), interactive games in 100 %, student worksheets completed in 81%(70-96%) and teacher initiated and delivered wrap- up discussions in 60%(35-93%)of the activities observed. Conclusion: Games were most popular, most enjoyed and always implemented as compared to discussions and other components. Interactive games should be considered an important component of tobacco prevention curricula in India.

___________________________________________________________________- *MYTRI= Mobilizing Youth for Tobacco Related Initiatives in India



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