Exploring the RE-AIM Framework

Curriculum Area:

Health and Physical Education (HPE), Years 11–12
Focus Area: Health promotion, community health, and approaches to evaluating interventions.

This lesson aligns with the Australian Curriculum (ACARA) by addressing the need for students to:

• Investigate and evaluate a wide range of health campaigns and programs (ACPPS096)
• Analyse the effectiveness of health promotion and advocacy approaches empowering communities (ACPPS097).

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Lesson Objectives:

By the end of this lesson, students will:

1. Understand the five components of the RE-AIM framework: Reach, Effectiveness, Adoption, Implementation, and Maintenance.
2. Apply knowledge of the RE-AIM framework to evaluate the effectiveness of an Australian health program.
3. Collaborate and critically think about how to design or refine community-level health innovations.

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Materials Required:

1. Printed RE-AIM framework visual aides (or project a slide with a simplified diagram).
2. A case study overview of a real-life Australian health initiative: e.g., "The Slip! Slop! Slap! Campaign."
3. Student worksheets with case study questions (distributed individually).
4. Whiteboard/markers or PowerPoint for facilitation.

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Lesson Outline:

1. Introduction (10 minutes)

Teacher-Led Discussion

• Begin with a thought-starter: “What makes public health campaigns effective in Australia?” (Allow 1-2 responses).
• Introduce the RE-AIM Framework: "This is a tool used to plan health initiatives and evaluate how well they achieve their goals."
  • Briefly explain the five components (keep it interactive by inviting guesses about each acronym element).
  • Use real-life Australian examples, such as tobacco reduction campaigns or Active School travel programs, to illustrate each term.

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2. Activity 1: Deconstructing RE-AIM (15 minutes)

Individual Task

• Provide students with activity worksheets that briefly define the RE-AIM components and include simple, hypothetical examples.

• Assign each student 1-2 questions to reinforce understanding:

  Worksheet Sample Questions:

  1. REACH: Propose one way a mental health promotion targeting Year 11 students could maximise its reach within your school.
  2. EFFECTIVENESS: How could you evaluate whether a quit-smoking ad campaign reduced smoking rates effectively?
  3. ADOPTION: Why is it important for community leaders to adopt health initiatives, and whose adoption might matter most in a local sporting club?
  4. IMPLEMENTATION: Name one example where improper program delivery could weaken the impact of an otherwise promising initiative.
  5. MAINTENANCE: How could a sun-smart education program ensure its effects last even after initial funding runs out?

Share answers with the class after 10 minutes. Let each student explain how their chosen solution aligns with the RE-AIM category.

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3. Activity 2: Case Study Analysis (25 minutes)

Small Group Task (4-5 students per group)

• Provide a short, printed case study of "The Slip! Slop! Slap! Campaign" or another recognisable Australian health initiative. (Teachers can substitute this with a regional or school-specific campaign.)
• Instruct groups to evaluate the campaign's success based on each RE-AIM dimension and report back to the class on their findings.

Questions to Discuss in Groups:

1. Did this campaign reach all relevant target audiences? Identify any groups who may have been missed.
2. What evidence is there for its effectiveness? Consider reductions in skin cancer rates or increased sunscreen use.
3. Which stakeholders played a role in the adoption of the campaign? Was there a need for partnerships?
4. Were the intervention strategies delivered as planned (implementation)? Why or why not?
5. How has the campaign ensured its results are sustained (maintenance) over time? Could more be done?

Each group writes their findings on a large sheet of paper or shared digital doc (to discuss in plenary).

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4. Extension/Creative Task (15 minutes)

Whole Class Brainstorm

• Task students to design their own health campaign targeting school-aged youth in Australia.
• The campaign should address a specific health issue in 2023: e.g., vaping, healthy eating, or mental health awareness. They must explicitly consider the RE-AIM framework in their plan:
  • How will they reach peers?
  • What would success (effectiveness) look like?
  • Who needs to adopt the initiative for it to work?
  • How will they ensure the idea is implemented smoothly?
  • How will results be sustained (maintenance) past the first year?

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5. Wrap-Up and Reflection (5 minutes)

• Ask for one volunteer from each group to share their creative idea. Capture key points on the whiteboard.
• Provide real-world takeaways: “These are the types of frameworks professionals use to improve healthcare and protect future generations.”
• Assign a journal prompt for homework: “Describe how the RE-AIM framework could be used to improve a health issue you care about. Be specific.”

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Assessment:

Formative assessment through:

• Quality of written answers to worksheet questions.
• Group contributions during case study discussions.
• Evidence of understanding during campaign brainstorming.

Summative assessment (optional): Students submit their journal reflections to be marked for understanding and originality.

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Differentiation:

• For advanced learners: Ask them to apply RE-AIM to evaluate a global health campaign (e.g., COVID vaccination uptake programs).
• For students needing additional support: Pair them with peers during group activities and provide scaffolded examples for worksheet questions.

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Notes for Teachers:

This engaging lesson builds critical-thinking and collaboration skills while grounding students in the practical tools used in the health sector. The focus on Australian health examples makes it relatable and aligned with ACARA standards.