Health education can elevate health literacy, which is associated with health knowledge, health-seeking behaviors and overall improved health outcomes. Refugees are particularly vulnerable to the effects of low health knowledge and literacy, which can exacerbate already poor health stemming from their displacement experience. Traditional learning methods including classroom-based instruction are typically how health-related information is presented to refugees. Through a series of interactive classes focused on specific health topics relevant to the resettled refugee population, this study evaluated the effectiveness of a classroom-based health education model in enhancing the health knowledge of recently resettled refugees. We used the Wilcoxon signed-rank test to evaluate differences in pre- and post-class knowledge through test performance. We found a significant improvement in health knowledge in two refugee groups: females and those who were employed. Culturally and socially sensitive considerations including language inclusiveness, class timing, transportation and childcare provisions are important when creating an educational program for individuals with refugee backgrounds. Developing focused approaches to instruction that enhance health knowledge could lead to better health literacy and ultimately improve health-related behaviors and outcomes in the refugee population.

中文翻译：

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通过课堂教学方法提高新近安置难民的健康知识和健康素养

健康教育可以提高健康素养，这与健康知识、寻求健康的行为和整体改善的健康结果相关。难民特别容易受到健康知识和识字率低下的影响，这可能会加剧他们因流离失所经历而本来就很差的健康状况。包括课堂教学在内的传统学习方法通​​常是向难民提供健康相关信息的方式。通过一系列针对与重新安置的难民相关的特定健康主题的互动课程，本研究评估了基于课堂的健康教育模式在提高最近重新安置的难民的健康知识方面的有效性。我们使用 Wilcoxon 符号秩检验通过测试表现来评估课前和课后知识的差异。我们发现两个难民群体的健康知识显着提高：女性和就业者。在为有难民背景的个人制定教育计划时，文化和社会敏感的考虑因素（包括语言包容性、上课时间、交通和儿童保育规定）非常重要。制定有针对性的教学方法来增强健康知识可以提高健康素养，并最终改善难民群体中与健康相关的行为和结果。