@article{ref1,
title="High school student driving perceptions following participation in a distracted driving curriculum",
journal="Health promotion practice",
year="2019",
author="Linden, Pamela L. and Endee, Lisa M. and Flynn, Erik and Johnson, Lisa M. and Miller, Carrie-Ann and Rozensky, Russell and Smith, Stephen G. and Verderosa, Casey",
volume="ePub",
number="ePub",
pages="1524839918824322-1524839918824322",
abstract="OBJECTIVES: Distracted driving is a major public health issue in the United States. In response to requests from high school students participating in a university-based initiative, the authors describe the collaborative development and implementation of a curriculum designed to address distracted driving behaviors among students in four high-needs school districts in the northeastern United States. <br><br>METHOD: The curriculum integrates current statistics on distracted and drowsy driving and three interactive learning stations: driving while distracted, walking while distracted, and driving while drowsy. Pre- and postsurveys were conducted to collect student driving data, assess student satisfaction with the program, and assess their likelihood of speaking up as a passenger in a high-risk situation. <br><br>RESULTS: The majority of students reported that they learned new information and would recommend the program to others. A Wilcoxon signed-rank test showed that students were more likely to speak up as a passenger with a distracted or drowsy driver (p <.001) after the program. <br><br>CONCLUSION: This experience demonstrates a voluntary, multidisciplinary, university-based collaboration in the development of a novel public health education initiative. Based on the success of this phase, school districts elected to participate in Train the Trainer sessions to continue the program within their local high-needs school district.<p /> <p>Language: en</p>",
language="en",
issn="1524-8399",
doi="10.1177/1524839918824322",
url="http://dx.doi.org/10.1177/1524839918824322"
}