Objective To compare the effects of different curricula modes at pregnant women school of Guangdong women and children Hospital, and analyze the factors associated with it so as to provide evidence for individualized health education.

Methods Data of 15 350 registered users were obtained from the health education management system of the pregnant women school in our hospital. The participation rate, post-teaching correct answer rate and satisfaction score of different curricula, and factors associated with the rates of participation and post-teaching correct answer of different curricula were analyzed.

Results The participation rate of live-streaming curricula (66.4%) was significantly higher than that of video lessons (27.9%) and offline curricula (4.0%) (χ²=4 564.320, P < 0.001; χ²=13 093.243, P < 0.001). The post-teaching correct answer rate of users who participated in live-streaming curricula was significantly higher than that of video lessons (29.9%) and offline curricula (22.8%) (χ²=149.929, P < 0.001;χ²=78.323, P < 0.001). The teaching satisfaction score of users who participated in live-streaming curricula (90.96 ± 8.39) was significantly higher than that of offline curricula (30.30 ± 13.85)(t= - 23.19, P < 0.001). Regression analysis of live-streaming curricula participation rate showed that the OR value of late pregnant women was 3.927 compared with puerpera. Regression analysis of video lessons participation rate showed that the OR value of the users who were preparing for pregnancy, early and middle pregnancy, and late pregnancy was 0.311, 0.217 and 0.488, respectively compared with puerpera. Regression analysis of offline curricula participation rate showed that the OR value of the users who were preparing for pregnancy, early and middle pregnancy, and late pregnancy was 0.043, 0.199, and 0.083, respectively compared with puerpera; meanwhile, the OR value of of the non-elderly users was 0.778 compared with elderly users. Regression analysis of post-teaching correct answer rate showed that the OR value of the users who were preparing for pregnancy, early and middle pregnancy, and late pregnancy was 1.301, 2.078 and 4.798, respectively compared with puerpera; the OR values of users who did not participate in live-streaming curricula was 0.052 compared with those who did it; meanwhile, the OR values of users who didn't participate video lessons was 1.116 compared with those who did it; the OR values of users who didn't participated offline curricula was 1.287 compared with those who did it.

Conclusion The advantages of live-streaming curricula at pregnant women's school are obvious. The participation rate of users were different in various curricula modes and with diverse maternity conditions. It is recommended to provide online curricula(live-streaming and video lessons)for late pregnancy and young pregnant users, and continue providing offline curricula focusing on elderly users. The reasons why post-teaching correct answer rate of users with various maternity conditions is different need to be further studied.