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. 2005 Mar 7;4(1):65-70.
doi: 10.1007/BF03016139. eCollection 2005 Mar.

An experimental trial to establish risk communication as a tool to decrease the risk by exposure to multiple chemicals for the future generations

Emiko Todaka  1   2 , Kenichi Sakurai  3 , Chisato Mori  2   4
Affiliations

An experimental trial to establish risk communication as a tool to decrease the risk by exposure to multiple chemicals for the future generations

Emiko Todaka et al. Reprod Med Biol. .

Abstract

Background: Recently, it has become clear that fetuses are exposed to multiple chemicals and environmental contaminants. However, it has been reported that allergies among young children have been increasing rapidly in the last few decades, and some congenital anomalies are also increasing. There is no evidence to connect these facts directly, however if adverse health effects are caused by environmental reasons, it could be prevented by early education or risk communication. Methods: The authors gave lectures to students at a high school and universities, and carried out a questionnaire survey before and after the lectures to see the change of the students' knowledge, attitude and behavior. The total number of high-school students and university students was 47 and 605, respectively. Results: It became clear that all the levels of knowledge, attitude and behavior were elevated, and they were more elevated among high school students than university students. It was suggested that risk communication at a younger age is important to elevate people's attention and motivate them, and eventually prevent their future health risk from environmental contaminants. Conclusion: Risk communication at a young age would be more effective in increasing students' knowledge, attitude and behavior. (Reprod Med Biol 2005; 4: 65-70).

Keywords: education; environmental contaminants; high‐school students; risk communication; university students.

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Figures

Figure 1
Figure 1
The change of the levels of positivity and willingness (formula image) before and (formula image) after the lecture.
Figure 2
Figure 2
Comparison between genders. (a) Average points before the lecture, (b) average points after the lecture. (formula image) Male, (formula image) female. *P < 0.05, versus male.
Figure 3
Figure 3
Comparison between (formula image) university students (US) and (formula image) high‐school students (HS). (a) Average points before the lecture, (b) average points after the lecture. *P < 0.05, versus US.
See this image and copyright information in PMC

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