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The aim of this study is to develop and evaluate a participatory health promotion education method applicable in present-day Korea. As a prototype of method, we adopted WIFY, a set of participatory inquiries developed in Japan. In the beginning of September 2004, WIFY was asked on a trial basis to 20 students of K University, City of Busan, Korea. At this WIFY inquiry, students responses were carefully observed keeping in mind the following two characteristics of WIFY; 1) WIFY does not expect any correct answer, and 2) the result of one's WIFY is shared with and participatory communicated to other students in the group. After this first WIFY experience in Korea, we discussed the possibility to focus original life-related WIFY inquiry on health, developed a set of modified inquiries, and named this as K (Korea) -WIFY. In original WIFY, the basic inquiry of importance (what is important for you ? ) is asked in three life-related view points; daily life view (WIFY 1), communal life view (WIFY 2) and global life view (WIFY 3) . In K-WIFY, the same basic in-quiry is asked in three view points linking to health; daily life related to health (K-WIFY 1), communal life related to health (K-WIFY 2), and global life related to health (K-WIFY 3) .<BR>In the end of September 2004, a participatory health promotion education class was scheduled using K-WIFY as a key inquiry. The subjects were two hundred and sixteen students of K University, Busan, Korea. In the first half of the class, students reflected on their health step-by-step under the guidance of K-WIFY inquiries, and wrote down their notices and findings on K-WIFY worksheet. In the second half of the class, students were divided into groups consisting of 3 to 5 members, and in each group, students exchanged their K-WIFY worksheets and discussed each other regarding their health related views. At the end of the class, students wrote down short essays reflecting their changing viewpoints regarding each of their own health and their peers' health.<BR>After the class, K-WIFY worksheets were collected, and students' written texts were analyzed focusing on their health-related images. Health-related images of 216 students were divided into nineteen categories. Of the nineteen, students considered "Nature", "A special meaningful place" and "Spirit" the most important for their health. "Diet" and "Sleeping & Rest" were considered as important health promoting factors from a day to day point of view. "A special meaningful place" and "Nature" considered important in a communal and global point of view.<BR>In order to analyze the educational effectiveness of K-WIFY inquiry and related exchanges/discussions, two researchers independently read students'essays, and judged whether there is any meaningful development of viewpoints regarding health. Finally, students were divided into three categories regarding the effectiveness of K-WIFY as health promoting, education; "effective", "not effective", and "difficult to evaluate". Of all 216 students' essays, two researchers' judgments agreed in 187 students. and coincidence rate was 86.6%. Among 187 students cited above. 105 students were majoring in health sciences and 82 students were majoring in other academic areas. In 63.8% of health science major students and 85.4% of other areas students, K-WIFY was judged effective as health promoting education.<BR>In conclusion, this study shows that participatory health promotion education by using the K-WIFY model is effective in strengthening health recognition and improving health knowledge.
日本健康教育学会の論文

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