scholarly journals Outcome of combination of methods of educational interventions in physiology for first-year MBBS students

2019 ◽  
Vol 7 (4) ◽  
pp. 972
Author(s):  
Srabani Bhattacharya ◽  
Rucha Wagh ◽  
Sundaram Kartikeyan ◽  
Aniruddha A. Malgaonkar ◽  
Sandhya S. Khadse
Keyword(s):  
Gender Difference ◽  
Educational Intervention ◽  
Educational Interventions ◽  
Cognitive Domain ◽  
First Year ◽  
Clinical Exposure ◽  
Clinical Scenarios ◽  
Before And After ◽  
Post Test ◽  
Domain Scores

Background: This comparative, before and after study (without controls) was conducted in a municipal medical college to compare the cognitive domain scores obtained by first-year MBBS students after didactic lectures with that obtained after an educational intervention that combined integrated teaching with clinical scenarios.Methods: After obtaining prior permissions, the purpose of the study was explained to first-year MBBS students and written informed consent was obtained. After attending curriculum-based didactic lectures on the alimentary system, the students (n=62, females: n=29, 46.77% and males: n=33, 53.23%) took a pre-test comprising ten questions (total 20 marks). After the pre-test, the participants attended an educational intervention that combined integrated teaching with clinical scenarios on the same topic. Subsequently, the post-test was administered using a questionnaire that was identical to that of the pre-test.Results: The mean overall marks obtained in the pre-test was 14.73±1.87 (95% CI: 14.26-15.19), while that obtained in the post-test was 17.16±1.73 (95% CI: 16.73-17.59), exhibiting highly significant (p <0.00001) difference. The gender difference in scores was significant (p=0.011) for only question no. 1 in the pre-test and there was no significant gender difference in the post-test.Conclusions: A combined method of educational intervention was found to enhance the cognitive domain scores of students. Though a larger study would be needed to generalize the findings, male students seem to need an additional educational intervention to improve their cognitive domain scores. Despite time limitations in the teaching schedule for the first-year MBBS course, integrated teaching with case scenarios can be implemented to impart early clinical exposure.

scholarly journals Effect of case-based learning in reproductive physiology on cognitive domain scores of first-year medical students in Western India

2017 ◽  
Vol 6 (6) ◽  
pp. 2559
Author(s):  
Srabani N. Bhattacharya ◽  
Aniruddha A. Malgaonkar ◽  
Sundaram Kartikeyan
Keyword(s):  
Medical Students ◽  
Reproductive Physiology ◽  
Cognitive Domain ◽  
First Year ◽  
Western India ◽  
Post Test ◽  
Case Based Learning ◽  
First Year Medical Students ◽  
Case Based ◽  
Domain Scores

Background: The Medical Council of India has recommended early clinical exposure, problem-oriented approach and case-based learning throughout the graduate medical curriculum. Case-based learning is a teaching-learning model that helps effective use of student and faculty time.Methods: This complete-enumeration, before-and-after type of educational intervention study (without controls) was conducted in a municipal medical college in Western India. After explaining the objectives of the study to first-year medical students, aged 18 years and above, of either sex, written informed consent was obtained from students (n=55) who were willing to participate in the study. The pre-test was conducted after lectures by faculty from the Departments of Physiology and Community Medicine. An identical post-test was administered after case-based learning, which was conducted by the same faculty in two sub-groups. The outcome studied was the difference in cognitive domain scores after attending lectures (by a pre-test) and case-based learning (by a post-test).Results: The overall mean score increased from 5.36 ± 0.97 (95% CI: 5.11 - 5.62) in the pre-test to 6.49 ± 1.14 (95% CI: 6.19 - 6.79) in the post-test. The differences between the pre- and post-test correct responses were statistically significant for two questions.Conclusions: The participating first-year medical students had adequate basic knowledge of reproductive physiology. Gender differences in correct responses were statistically significant for few questions. Use of case scenarios enhanced cognitive domain scores.

scholarly journals Impact of a blended curriculum on nursing handover quality: a quality improvement project

2021 ◽  
Vol 10 (1) ◽  
pp. e001024
Author(s):  
Xavier Losfeld ◽  
Laure Istas ◽  
Quentin Schoonvaere ◽  
Michel Vergnion ◽  
Jochen Bergs
Keyword(s):  
Educational Intervention ◽  
Patient Information ◽  
Professional Communication ◽  
Fit Indices ◽  
Negative Consequences ◽  
Improvement Project ◽  
Face To Face ◽  
Before And After ◽  
Post Test ◽  
E Learning

Context and objectiveThe negative consequences of inadequate nursing handovers on patient safety are widely acknowledged, both within the literature as in practice. Evidence regarding strategies to improve nursing handover is, however, lacking. This study investigates the effect of a tailored, blended curriculum on nurses’ perception of handover quality.MethodsWe used a pre-test/post-test design within four units of a Belgian general hospital. Our educational intervention consisted of an e-learning module on professional communication and a face-to-face session on the use of a structured method for handovers. All nurses completed this blended curriculum (n=87). We used the Handover Evaluation Scale (HES) to evaluate nurses’ perception of handover quality before and after the intervention. The HES was answered by 87.4% of the nurses (n=76 of 87) before and 50.6% (n=44 of 87) after the intervention. Confirmatory factor analysis was used to assess the validity of the HES.ResultsThe original factor structure did not fit with our data. We identified a new HES structure with acceptable or good fit indices. The overall internal consistency of our HES structure was considered adequate. Perception of nurses on Relevance of information showed a significant improvement (M=53.19±4.33 vs M=61.03±6.01; p=0.04). Nurses also felt that the timely provision of patient information improved significantly (M=4.50±0.34 vs M=5.16±0.40; p=0.01).ConclusionThe applied intervention resulted in an improved awareness on the importance of Relevance of information during handovers. After our intervention, the nurses’ perception of the HES item ‘Patient information is provided in a timely manner’ also improved significantly. We are aware that the educational intervention is only the first step to achieve the long-term implementation of a culture of professional communication based on mutual support.

OP08 Levels and sources of stress reported by first year paramedic students associated with their first ambulance placement

2021 ◽  
Vol 38 (9) ◽  
pp. A4.2-A4
Author(s):  
Matthew Warren-James ◽  
Julie Hanson ◽  
Belinda Flanagan ◽  
Mary Katsikitis ◽  
Bill Lord
Keyword(s):  
Death And Dying ◽  
Educational Interventions ◽  
Fear Of Failure ◽  
Anxiety And Depression ◽  
Control Group ◽  
First Year ◽  
Before And After ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

BackgroundWhilst there is evidence to suggest paramedics experience significant stress when working in the ambulance setting little is known about the experiences of first year paramedic students. This research aimed to: (i) identify whether levels of stress, anxiety and depression experienced by first year paramedic students changed after ambulance placement compared to a control group, and (ii) identify the main perceived and actual sources of stress around ambulance placement.MethodsA before-and-after quasi-experimental design was used to compare whether the experience of ambulance placement altered the levels of stress, anxiety and depression in an experimental group that attended an ambulance placement (n = 20) and the control group who did not (n = 10). Online surveys encompassing the Depression, Anxiety and Stress Scale (DASS-21) and qualitative questions about sources of stress were concurrently deployed to both the experimental and control groups before and after the ambulance placement. Participants were first year paramedic students working in Queensland Ambulance Service, Australia.ResultsThere was a significant reduction in levels of stress in participants after undertaking their first ambulance placement (Mdn = -4.00) when compared to a control group (Mdn = 0.00), U = 52.5, p = .035, n2 = 0.15. Responses to survey questions suggest anticipation about experiencing death and dying of patients was the most frequently reported stressor of student paramedics before undertaking ambulance placements, however insecurity about knowledge, competence and fear of failure was the most frequently experienced stressor reported after completing ambulance placements.ConclusionsThe findings from this study suggest that the fear of the unknown may be worse than the reality. Anticipatory stress is the foremost problem for first year paramedic students attending their first ambulance placement. Placement pre-briefing should focus on educational interventions to build knowledge and skills competency to reduce stress levels and fear of failure.

scholarly journals Focused educational intervention improves but may not sustain knowledge regarding falls management

2018 ◽  
Vol 7 (3) ◽  
pp. e000222 ◽  
Author(s):  
Punith Kempegowda ◽  
Joht Singh Chandan ◽  
Richard Hutton ◽  
Lauren Brown ◽  
Wendy Madden ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Educational Intervention ◽  
Educational Interventions ◽  
Alternative Methods ◽  
Junior Doctors ◽  
Improvement Project ◽  
Preventative Measures ◽  
Before And After ◽  
Hospital Stays ◽  
Falls Management

BackgroundThe number of falls in hospital ranges from 3.8 to 8.6 falls per 1000 bed days. 1 Around 30% of falls as inpatients are injurious, and 4%–6% can result in serious and life-threatening injury. 2 3 This results in significant health burdens and economic burdens due to increased hospital stays following a fall. Junior doctors are usually the first point of contact for managing patients who fall in hospital. It is therefore important they understand the preventative measures and postfalls management.AimTo assess the retention of knowledge regarding falls management in foundation year 1 (FY1) doctors before and after a short educational intervention.MethodsA 3-stage quality improvement project was conducted at a West Midlands teaching hospital to highlight issues regarding falls management. A questionnaire assessing areas of knowledge regarding assessment and management of falls was delivered to 31 F1s. This was followed by a short presentation regarding falls management. The change in knowledge was assessed at 6 and 16 weeks postintervention. The questionnaire results were analysed using unpaired t-tests on STATA (V.14.2).ResultsThe mean score for knowledge regarding falls management in the preintervention, early postintervention and late postintervention were 73.7%, 85.2% and 76.4%, respectively. Although there was an improvement in the knowledge at 6 weeks’ postintervention, this returned to almost baseline at 16 weeks. The improvement in knowledge did not translate to clinical practice of falls management during this period.ConclusionAlthough educational interventions improve knowledge, the intervention failed to sustain over period of time or translate in clinical practice. Further work is needed to identify alternative methods to improve sustainability of the knowledge of falls and bring in the change in clinical practice.

scholarly journals Evaluation of an Alimentary Education Intervention on School Canteen Waste at a Primary School in Bari, Italy

2020 ◽  
Vol 17 (7) ◽  
pp. 2558
Author(s):  
Nicoletta Favuzzi ◽  
Paolo Trerotoli ◽  
Maria Grazia Forte ◽  
Nicola Bartolomeo ◽  
Gabriella Serio ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Food Waste ◽  
Food Choices ◽  
Educational Interventions ◽  
Food Perceptions ◽  
School Canteen ◽  
Before And After ◽  
The Mean ◽  
General Aspects ◽  
Students Satisfaction

The “Love Food, Not Waste” project was conducted to train students on good food choices and evaluate food waste in school canteens. Teachers, parents and students were surveyed before and after training. Weights of both the served and wasted food were recorded for one week both before the educational intervention in February 2019 and after the educational intervention in March 2019, using the same menu. Students completed a food satisfaction questionnaire on the days the data were collected. For the first dish, the mean wastes per school were 1199 g before training and 1054 g after training. For the second dish, the mean wastes per school were 246 g before training and 220 g after training. For the side course, the means wastes per school were 663 g before training and 747 g after training. The results did not significantly differ among weeks or schools. Less food was wasted when boys judged the food’s general aspects like smell, taste and appearance as positive; more food was wasted when girls judged these factors as negative. Food waste monitoring is mandatory but does not always occur. Analyzing food waste relative to students’ food perceptions can help determine whether educational interventions can help reduce waste. Students’ satisfaction must also be considered.

scholarly journals Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study

Autism ◽  
2017 ◽  
Vol 23 (1) ◽  
pp. 60-70 ◽  
Author(s):  
Katie Maras ◽  
Tim Gamble ◽  
Mark Brosnan
Keyword(s):  
Autism Spectrum Disorder ◽  
Mathematics Learning ◽  
Educational Interventions ◽  
Autism Spectrum ◽  
Feedback Condition ◽  
Spectrum Disorder ◽  
Metacognitive Monitoring ◽  
Before And After ◽  
Post Test ◽  
And Mathematics

Previous research suggests impaired metacognitive monitoring and mathematics under-achievement in autism spectrum disorder. Within educational settings, metacognitive monitoring is supported through the provision of feedback (e.g. with goal reminders and by explicitly correcting errors). Given the strength of the relationship between metacognition, learning and educational attainment, this research tested new computer-based metacognitive support (the ‘Maths Challenge’) for mathematics learners with autism spectrum disorder within the context of their classroom. The Maths Challenge required learners to engage in metacognitive monitoring before and after answering each question (e.g. intentions and judgements of accuracy) and negotiate with the system the level of difficulty. Forty secondary school children with autism spectrum disorder and 95 typically developing learners completed the Maths Challenge in either a Feedback condition, with metacognitive monitoring support regarding the accuracy of their answers, goal reminders and strategy support, or with No Feedback. Contrary to previous findings, learners with autism showed an undiminished ability to detect errors. They did, however, demonstrate reduced cohesion between their pre- and post-test intentions. Crucially, support from the Feedback condition significantly improved task performance for both groups. Findings highlight important implications for educational interventions regarding the provision of metacognitive support for learners with autism to ameliorate under-performance in mathematics within the classroom.

scholarly journals Telephone interventions for adherence to colpocytological examination

2017 ◽  
Vol 25 (0) ◽  
Author(s):  
Thais Marques Lima ◽  
◽  
Ana Izabel Oliveira Nicolau ◽  
Francisco Herlânio Costa Carvalho ◽  
Camila Teixeira Moreira Vasconcelos ◽  
...  
Keyword(s):  
Cervical Cancer ◽  
Experimental Study ◽  
Educational Intervention ◽  
Educational Interventions ◽  
Inclusion Criteria ◽  
Examination Method ◽  
Before And After ◽  
Quasi Experimental ◽  
Behavioral Group ◽  
Health Education And Promotion

ABSTRACT Objective: to test the effects of behavioral and educational intervention by telephone on adherence of women with inappropriate periodicity to colpocytological examination. Method: quasi-experimental study with a sample of 524 women, selected with the following inclusion criteria: be aged between 25 and 64 years, have initiated sexual activity, have inappropriate periodicity of examination and have mobile or landline phone. The women were divided into two groups for application of behavioral and educational intervention by telephone. It was used an intervention script according to the principles of Motivational Interviewing. Results: on comparing the results before and after the behavioral and educational interventions, it was found that there was a statistically significant change (p = 0.0283) with increase of knowledge of women who participated in the educational intervention. There was no change in the attitude of women of any of the groups and there was an increase of adherence to colpocytological examination in both groups (p < 0.0001), with greater adherence of women participating in the behavioral group (66.8%). Conclusion: the behavioral and educational interventions by phone were effective in the adherence of women to colpocytological examination, representing important strategies for permanent health education and promotion of care for the prevention of cervical cancer.

scholarly journals A COMPARATIVE SURVEY OF KNOWLEDGE OF ANTISEPTIC AND DISINFECTANT USE AND EFFECT OF INTERVENTION ON MEDICAL AND SURGICAL STAFF NURSES IN A TERTIARY CARE HOSPITAL

2018 ◽  
Vol 11 (1) ◽  
pp. 120
Author(s):  
Chattar Kanchan ◽  
Dabhade Sangeeta ◽  
Ghongane Balasaheb
Keyword(s):  
Educational Intervention ◽  
Positive Impact ◽  
Tertiary Care ◽  
Educational Interventions ◽  
Cross Sectional Study ◽  
Individual Response ◽  
Care Hospital ◽  
Cross Sectional ◽  
Post Test ◽  
Retention Of Knowledge

Objective: The study was carried out to find the knowledge and awareness of medical and surgical section nurses about the use of antiseptic and disinfectants and the immediate and late impact of an educational intervention like seminar and workshop in the knowledge of nurses.Method: This is a questionnaire-based pre- and post-test cross-sectional study.  200 nurses [100 working in medical wards and 100 working in surgical wards and Operation theatre (O.T.)] were selected using random number sampling method.  First a pre-test was given. Then an educational intervention in the form of power point presentation was carried out and post-test was given. One more test was carried out 1 month after post-test to check retention of knowledge by nurses.Result: In both medical and surgical pre-test, most of the questions answered correctly were in below 25% response. While in post-test number of the questions answered correctly was increased and maximum number of number of the questions solved correctly were between 50-75% and 75-100 percent. Individual response in the pre-test both medical and surgical nurses showed that maximum number of nurses have responses between 25-50% and 50-75% while response rate has increased in post-test where maximum number of responses were between 75-100%.Conclusion: Our study suggests that educational intervention has positive impact on the knowledge of nurses. There is a need to carry out such educational interventions periodically which will be helpful for better retention of knowledge by nurses. 

scholarly journals Registros de enfermagem em um hospital de ensino: estudo quase-experimental

2016 ◽  
Vol 15 (3) ◽  
pp. 351
Author(s):  
Herica Silva Dutra ◽  
Simone Emerich Mendes ◽  
Sylvia Miranda Carneiro ◽  
Fernanda Mazzoni da Costa ◽  
Romanda Da Costa Pereira Barboza ◽  
...  
Keyword(s):  
Night Shift ◽  
Educational Interventions ◽  
Nursing Assistants ◽  
Professional Identification ◽  
Individual Care ◽  
Practical Nurses ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
Time Signature

Aim: to evaluate the records of the nursing staff for compliance with the specific legislation in a teaching hospital considering the institution sector, work shift, the professional category and the number of offenses per registration before and after educational intervention.Method: a quasi-experimental study of pre-test and post-test type with a single group. Result: 826 nursing records were evaluated. The largest number of records was made in the Intensive Care Unit by the practical nurses and the night shift. There was an increase in the number of records made by nursing assistants, in male clinical sectors and female surgery sector. There was a reduction in the occurrence of three or more offenses. The intervention was effective for items such as presence of date, time, signature and professional identification stamp. Discussion: incomplete notes can hamper individual care, undermine the continuity of care and imply risks to patient safety. Conclusion: educational interventions can contribute to improvements in nursing records.

scholarly journals THE EFFECT OF EDUCATIONAL INTERVENTION ON KNOWLEDGE AND PRACTICE REGARDING THE USE OF METERED DOSE INHALER AMONG MOTHERS OF CHILDREN SUFFERING FROM RESPIRATORY TRACT INFECTIONS IN SELECTED HOSPITALS

2020 ◽  
pp. 1-4
Author(s):  
Jasmin Shijo
Keyword(s):  
Educational Intervention ◽  
Degrees Of Freedom ◽  
Respiratory Infections ◽  
Educational Interventions ◽  
Dose Inhaler ◽  
Inhaler Technique ◽  
Metered Dose Inhaler ◽  
Metered Dose ◽  
Post Test ◽  
Knowledge And Practice

Background: The quality of life of children depend up on the impact of Respiratory disorders.1 Its affect all age groups often starts in childhood. Inhalation therapy is the most recommended and efficient therapy for Asthma and Respiratory infections.11 Inhaler devices are a mainstay in the management of respiratory diseases and their proper usage requires continuous training. Correct use of inhalers requires specific training as a healthcare provider, nurses play a significant role in patient’s education. 8 Educational interventions should be high quality and repeated to maintain correct inhaler technique.9 Objectives: The objective of the study is to assess the effect of educational intervention on knowledge and practice regarding the use of metered dose inhaler among mothers. Materials and method: An evaluative study with Pre- experimental one-group pre-test post-test design was used to assess the effect of educational intervention on knowledge and practice regarding use of metered dose inhaler among mothers. 100 samples were taken using Non Probability Convenient Sampling from selected hospitals. The data was collected using self-structured demographic data, knowledge questioner and observation checklist. Results: The analysis was done by using descriptive and inferential statistics. Researcher applied paired t-test for the effect of educational intervention on knowledge and practice regarding use of metered dose inhaler among mothers. Average knowledge score of mothers in pre-test was 8.3 which increased to 16.5 in post-test. T-value for this test was 19.9 with 99 degrees of freedom. Average practice score of mothers in pre-test was 9.5 which increased to 13.3 in post-test. T-value for this test was 25.9 with 99 degrees of freedom. Corresponding p-value for knowledge and practice was small (less than 0.05), null hypothesis is rejected. It is evident that educational intervention is effective in improving the knowledge and practices regarding the use of metered dose inhaler among mothers of children with respiratory infections. Conclusion: The inhalers is always preferred to treat respiratory infections. The mastering correct inhaler technique is yet to be very difficulties in many people and is necessary to improve the therapeutic effect. In the present study sufficient improvement in knowledge and practice regarding the use of metered dose inhaler is found. Educational interventions were effective in improving the knowledge and practices among mothers.

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