Evaluation of the awareness of pre‑professional medical classes students about the United Nations objective of ensuring a healthy lifestyle and promoting well‑being
Abstract
Background. In the presence of studies considering the role of education in youth awareness of the Sustainable Development Goals (SDGs), the work is not sufficient to evaluate the knowledge of youth studying at the stage of pre-professional medical education, about the Goal#3 – ensuring a healthy lifestyle and promoting well-being for all in any age.
Purpose. Evaluate the level of awareness of teenagers studying in pre-professional medical classes about Goal#3: Ensure healthy lives and promote well-being for all at all ages.
Materials and methods. A study using the survey method was conducted with participation of 240 students of 10-11 classes studying at the Pre-University of I.M. Sechenov First Moscow State Medical University, the average age of respondents was 16.4±0.76 years. Statistical data processing was carried out with the application package of Excel (Microsoft Office® Excel® 20l9, USA).
Results. More than 64% of young people are aware of the United Nations global compact, and at least 36-37% are familiar with the Paris Agreement’s and the Sustainable Development Concept. The term «United Nations Sustainable Development Goals» was met, but more than 44% of adolescents don’t know its details. More than 43% said they’ve heard about it for the first time, and only 3.8% said they know what a SDGs. When choosing the most important SDGs, more than half of high school students chose, along with others, Goal #3 (Supporting a healthy lifestyle and promoting well-being for everyone in any age). More than 67% of teenagers believe that achieving the SDGs is the prerogative of the federal authority, and 40% that the local residents. Among the most priority actions, for achieving Goal#3, the teenagers pointed out the general coverage of healthcare services and access to healthcare services for all, the least priority – the health of prisoners.
Conclusion. The results will be used in the planning of the main directions of work with students of pre-professional medical classes on the formation of their competences related to the SDGs in the field of healthcare.
EDN: KVEFRD
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References
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Epstein, S. E. (2017). Supporting global awareness: A proposal for youth civic engagement. Studies in Education, 14(1), 141–154. https://doi.org/10.1086/691258
Gillett Swan, J. K., & Burton, L. O. (2022). Amplifying children’s voices: Sustainable Development Goals and inclusive design for education and health architecture. International Journal of Speech Language Pathology, 25(1), 87–91. https://doi.org/10.1080/17549507.2022.2148742. EDN: https://elibrary.ru/LRINVK
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Epstein, S. E. (2017). Supporting global awareness: A proposal for youth civic engagement. Studies in Education, 14(1), 141–154. https://doi.org/10.1086/691258
Gillett Swan, J. K., & Burton, L. O. (2022). Amplifying children’s voices: Sustainable Development Goals and inclusive design for education and health architecture. International Journal of Speech Language Pathology, 25(1), 87–91. https://doi.org/10.1080/17549507.2022.2148742. EDN: https://elibrary.ru/LRINVK
United Nations. (n.d.). Goal 4 — Quality education. Retrieved from https://www.un.org/sustainabledevelopment/education
Halder, U., Das, S., & Bairagya, S. (2014). Awareness of school students about sustainable development in education. International Journal of Informative & Futuristic Research, 1(10), 112–116. Retrieved from https://www.researchgate.net/publication/327237550_Awareness_of_School_Students_about_Sustainable_Development_in_Education
Harlin, J., Kloetzer, L., Patton, D., Leonhard, C., & Leysin American School High School Students. (2018). Turning students into citizen scientists. In S. Hecker, M. Haklay, A. Bowser, Z. Makuch, J. Vogel, & A. Bonn (Eds.), Citizen Science: Innovation in Open Science, Society and Policy (pp. 410–428). UCL Press. https://www.jstor.org/stable/j.ctv550cf2.35
Holst, J. (2023). Towards coherence on sustainability in education: A systematic review of whole institution approaches. Sustainability Science, 18(2), 1015–1030. https://doi.org/10.1007/s11625-022-01226-8. EDN: https://elibrary.ru/KYHZXM
Van Rensburg, A. J., & Brooke Sumner, C. (2023). Intersectoral and multisectoral approaches to enable recovery for people with severe mental illness in low and middle income countries: A scoping review. Global Mental Health (Cambridge, England), 10, e19. https://doi.org/10.1017/gmh.2023.10
Kettunen, M. (2021). “We need to make our voices heard”: Claiming space for young people’s everyday environmental politics in Northern Finland. Nordia Geographical Publications, 49(5), 32–48. https://doi.org/10.30671/nordia.98115. EDN: https://elibrary.ru/NXHMLO
Krishna, S. H., Ilankumaran, G., Balakrishnan, C., et al. (2022). Knowledge, perception, and awareness about Sustainable Development Goals (SDGs) among students of Indian public university. Journal of Positive School Psychology, 6(5), 2501–2511. Retrieved from https://mail.journalppw.com/index.php/jpsp/article/view/6396
Lavrukhina, A. (2019). The practice of medical care of convicted to imprisonment in Russia and abroad. Bulletin of Science and Practice, 5(7), 283–289. https://doi.org/10.33619/2414-2948/44/37. EDN: https://elibrary.ru/LNFYUV
Martin, D., Miller, A. P., Quesnel Vallée, A., et al. (2018). Canada’s universal health care system: Achieving its potential. The Lancet, 391(10131), 1718–1735. https://doi.org/10.1016/S0140-6736(18)30181-8. PMID: 29483027; PMCID: PMC7138369. EDN: https://elibrary.ru/KGDMFC
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Mogren, A., Gericke, N., & Scherp, H. Å. (2019). Whole school approaches to education for sustainable development: A model that links to school improvement. Environmental Education Research, 25(4), 508–531. https://doi.org/10.1080/13504622.2018.1455074
Federal State Statistics Service. (n.d.). National set of SDG indicators. Retrieved from https://rosstat.gov.ru/sdg/national
O’Brien, K., Selboe, E., & Hayward, B. M. (2018). Exploring youth activism on climate change: Dutiful, disruptive, and dangerous dissent. Ecology and Society, 23(3), 42. https://doi.org/10.5751/ES-10287-230342
Odoom, D., Mensah, E. O., Dick Sagoe, C., et al. (2024). Examining the level of public awareness on the Sustainable Development Goals in Africa: An empirical evidence from Ghana. Environment, Development and Sustainability, 26, 6221–623. https://doi.org/10.1007/s10668-023-02959-x. EDN: https://elibrary.ru/LUGKRY
Oinonen, I., Seppälä, T., & Paloniemi, R. (2023). How does action competence explain young people’s sustainability action? Environmental Education Research, 30(4), 499–518. https://doi.org/10.1080/13504622.2023.2241675
Olsson, D., & Gericke, N. (2015). The adolescent dip in students’ sustainability consciousness — Implications for education for sustainable development. Journal of Environmental Education, 47(1), 35–51. https://doi.org/10.1080/00958964.2015.1075464
Olsson, D., Gericke, N., & Boeve de Pauw, J. (2022). The effectiveness of education for sustainable development revisited — A longitudinal study on secondary students’ action competence for sustainability. Environmental Education Research, 28(3), 405–429. https://doi.org/10.1080/13504622.2022.2033170. EDN: https://elibrary.ru/YHKYLG
O’Donnell, O. (2024). Health and health system effects on poverty: A narrative review of global evidence. Health Policy, 142, 105018. https://doi.org/10.1016/j.healthpol.2024.105018. EDN: https://elibrary.ru/MEXGEI
Sass, W., De Maeyer, S., Boeve de Pauw, J., et al. (2023). Effectiveness of education for sustainability: The importance of an action oriented approach. Environmental Education Research, 30(4), 479–498. https://doi.org/10.1080/13504622.2023.2229543
Sund, P. (2022). Curriculum change and selective teaching traditions: Consequences for democracy and the role of education. In G. Karaarslan Semiz (Ed.), Education for Sustainable Development in Primary and Secondary Schools: Pedagogical and Practical Approaches for Teachers (pp. 25–38). Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-031-09112-4_3
United Nations. (n.d.). The Sustainable Development Goals. 17 goals to transform our world. Retrieved from https://www.un.org/sustainabledevelopment
Torsdottir, A. E., Olsson, D., Sinnes, A. T., et al. (2024). The relationship between student participation and students’ self perceived action competence for sustainability in a whole school approach. Environmental Education Research, 30(8), 1308–1326. https://doi.org/10.1080/13504622.2024.2326462
Psota, T., Maniscalco, S., Kijek, M., & Ohlhorst, S. D. (2023). Driving transformative change to end hunger and reduce diet related diseases and disparities: The White House Conference on Hunger, Nutrition, and Health. The American Journal of Clinical Nutrition, 117(4), 649–658. https://doi.org/10.1016/j.ajcnut.2023.01.013. EDN: https://elibrary.ru/ZUCSBR
Vallabh, P., Lotz Sisitka, H., O’Donoghue, R., et al. (2016). Mapping epistemic cultures and learning potential of participants in citizen science projects. Conservation Biology, 30(3), 540–549. https://doi.org/10.1111/cobi.12701. PMID: 27110848
van Venrooij, L. T., Barnhoorn, P. C., Barnhoorn Bos, A. M., et al. (2022). General practitioners’ everyday clinical decision making on psychosocial problems of children and youth in the Netherlands. PLoS ONE, 17(12), e0278314. (Published: December 28, 2022). https://doi.org/10.1371/journal.pone.0278314. EDN: https://elibrary.ru/VZOWVJ
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