Teaching critical thinking about health using digital technology in lower secondary schools in Rwanda: A qualitative context analysis

dc.contributor.author	Mugisha, Michael
dc.contributor.author	Uwitonze, Anne-Marie
dc.contributor.author	Chesire, Faith
dc.contributor.author	Senyonga, Ronald
dc.contributor.author	Oxman, Matt
dc.contributor.author	Nsangi, Allen
dc.contributor.author	Semakula, Daniel
dc.contributor.author	Kaseje, Margaret
dc.contributor.author	Lewin, Simon Arnold
dc.contributor.author	Sewankambo, Nelson
dc.contributor.author	Nyirazinyoye, Laetitia
dc.contributor.author	Oxman, Andrew David
dc.contributor.author	Rosenbaum, Sarah Ellen
dc.date.accessioned	2022-08-01T08:36:14Z
dc.date.available	2022-08-01T08:36:14Z
dc.date.created	2021-08-31T14:29:33Z
dc.date.issued	2021
dc.identifier.citation	PLOS ONE. 2021, 16 (3), 1-18.
dc.identifier.issn	1932-6203
dc.identifier.uri	https://hdl.handle.net/11250/3009506
dc.language.iso	eng
dc.title	Teaching critical thinking about health using digital technology in lower secondary schools in Rwanda: A qualitative context analysis
dc.type	Peer reviewed
dc.type	Journal article
dc.description.version	publishedVersion
dc.source.pagenumber	1-18
dc.source.volume	16
dc.source.journal	PLOS ONE
dc.source.issue	3
dc.identifier.doi	10.1371/journal.pone.0248773
dc.identifier.cristin	1930137
dc.relation.project	Norges forskningsråd: 284683
cristin.ispublished	true
cristin.fulltext	original
cristin.qualitycode	1