scholarly journals A study to assess and develop injection administration skill in medical undergraduates of GMC, Bhopal

2018 ◽  
Vol 6 (1) ◽  
pp. 390
Author(s):  
Padma Bhatia ◽  
Harshima Sawlani ◽  
Rajesh Tarachandani
Keyword(s):  
Experimental Study ◽  
Medical Students ◽  
Drug Administration ◽  
Medical Practice ◽  
Injection Technique ◽  
Significant Gain ◽  
Self Confidence ◽  
Before And After ◽  
Quasi Experimental ◽  
Medical Undergraduates

Background: Injections are one of the vital route of drug administration in emergency medical practice. WHO has estimated that out of 12 billion injections administered worldwide annually 50% are unsafe and 75% are unnecessary. Despite of humungous efforts medical students still lack the confidence in injecting drugs due to stress for post graduation selection. The objectives of the study were to assess the knowledge of students regarding administration of I.M. and I.V. injections; to make students confident and skilful about administration of I.M. and I.V. injections and to assess the proportion of students who can skilfully administer I.V. and I.M. before and after this intervention.Methods: This was a Quasi experimental study carried out on 150 students of junior final medical students of GMC Bhopal for a period of three months.Results: Out of effective 136 students, 93.4% had ever seen I.M./ I.V. administration. 29.4% have administered I.M. and 16.9% I.V. injection ever. A significant increase in knowledge regarding I.M. and I.V. administration technique is observed following interventional training of the participants. Significant gain in self confidence among the students was perceived.Conclusions: There was a convincing increase in skillful knowledge and self-confidence for parenteral injection technique among medical undergraduates.

scholarly journals Immunization competence retention in medical students: a comparation between conventional lectures and lectures with simulations method

2016 ◽  
Vol 55 (6) ◽  
pp. 339 ◽  
Author(s):  
Hartono Gunadi ◽  
Rini Sekartini ◽  
Retno Asti Werdhani ◽  
Ardi Findyartini ◽  
Muhammad Arvianda Kevin Kurnia
Keyword(s):  
Experimental Study ◽  
Medical Students ◽  
Medical School ◽  
Intervention Group ◽  
Control Group ◽  
Vaccine Preventable Diseases ◽  
Before And After ◽  
Quasi Experimental

Background Immunization is recognized as one of the strategiesto reduce vaccine preventable diseases. Competency related toimmunization are consequently important for medical students andthe medical school needs to assure the competence acquisition.Objective To assess competence related to immunization andits retention following lectures with simulations compared tolectures only.Methods A quasi-experimental study was conducted to the 5th yearstudents of University of Indonesia Medical School during the ChildAdolescent Health Module in 2012-2013. The intervention grouphad lectures with simulations and the control group had lecturesonly. Immunization knowledge was assessed with a 30 multiplechoice question (MCA) items performed before and after themodule. Competence retention was assessed by MCQ (knowledge)and OSCE (skills) 2-6 months afterwards.Results Sixty eight subjects for each group with similarcharacteristics were analyzed. There was significant differenceafter module MCQ score between two groups. Competenceretention in 2-6 months after module completion was betterin intervention group, both for the knowledge (median MCQscore of 70.00 (range 37-93) vs. mean score of 58.01 (SD 12.22),respectively; P<0.001) and skill (OSCE mean scores of 75.21 (SD10.74) vs. 62.62 (SD 11.89), respectively; P < 0.001). Proportionof subjects in the intervention group who passed both the MCQand OSCE were also significantly greater.Conclusion Lectures with simulations are proved to bemore effective in improving medical students’ immunizationcompetence as well as its retention compared to lectures onlyapproach.

scholarly journals The effect of peer modelling and discussing modelled feedback principles on medical students’ feedback skills: a quasi-experimental study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Floris M. van Blankenstein ◽  
John F. O’Sullivan ◽  
Nadira Saab ◽  
Paul Steendijk
Keyword(s):  
Experimental Study ◽  
Medical Students ◽  
Peer Feedback ◽  
Group Differences ◽  
Professional Skill ◽  
Feedback Training ◽  
Peer Discussion ◽  
Before And After ◽  
Quasi Experimental ◽  
Post Measure

Abstract Background Teaching is an important professional skill for physicians and providing feedback is an important part of teaching. Medical students can practice their feedback skills by giving each other peer feedback. Therefore, we developed a peer feedback training in which students observed a peer that modelled the use of good feedback principles. Students then elaborated on the modelled feedback principles through peer discussion. This combination of peer modelling and discussing the modelled feedback principles was expected to enhance emulation of the feedback principles compared to (1) only peer modelling and (2) discussing the feedback principles without previous modelling. Methods In a quasi-experimental study design, 141 medical students were assigned randomly to three training conditions: peer modelling plus discussion (MD), non-peer modelled example (NM) or peer modelling without discussion (M). Before and after the training, they commented on papers written by peers. These comments served as a pre- and a post-measure of peer feedback. The comments were coded into different functions and aspects of the peer feedback. Non-parametrical Kruskall-Wallis tests were used to check for pre- and post-measure between-group differences in the functions and aspects. Results Before the training, there were no significant between-group differences in feedback functions and aspects. After the training, the MD-condition gave significantly more positive peer feedback than the NM-condition. However, no other functions or aspects were significantly different between the three conditions, mainly because the within-group interquartile ranges were large. Conclusions The large interquartile ranges suggest that students differed substantially in the effort placed into giving peer feedback. Therefore, additional incentives may be needed to motivate students to give good feedback. Teachers could emphasise the utility value of peer feedback as an important professional skill and the importance of academic altruism and professional accountability in the peer feedback process. Such incentives may convince more students to put more effort into giving peer feedback.

scholarly journals Simulation-based Training for Pelvic and Breast Physical Examination: Effect on the Anxiety and Self-confidence of Medical Students

2020 ◽  
Vol 42 (11) ◽  
pp. 739-745
Author(s):  
Talles Dias Orsi ◽  
Ana Lucia Ribeiro Valadares ◽  
Paula Miranda Esteves Orsi ◽  
Isabella Miranda Esteves Orsi ◽  
Alexandre Sampaio Moura
Keyword(s):  
Medical Students ◽  
Self Report ◽  
Student Anxiety ◽  
Factors Associated ◽  
Confidence Levels ◽  
Learning Satisfaction ◽  
Self Confidence ◽  
Breast Examination ◽  
Simulation Based ◽  
Before And After

Abstract Objective To evaluate factors associated with anxiety and the effect of simulation-based training (SBT) on student anxiety, self-confidence and learning satisfaction in relation to pelvic and breast examination. Methods A longitudinal study was conducted with 4th year medical students at the Universidade José do Rosário Vellano. A 12-item, self-report questionnaire on student anxiety at performing gynecological examinations was applied before and after SBT, with answers being given on a Likert-type scale. After training, the self-confidence levels and satisfaction of the students related to the learning process were also evaluated. Results Eighty students with a mean age of 24.1 ± 4.2 years were included in the study. Of these, 62.5% were women. Pre-SBT evaluation showed that students were more anxious at performing a pelvic examination than a breast examination (2.4 ± 1.0 versus 1.7 ± 0.8, respectively; p < 0.001). The primary reason for anxiety regarding both pelvic and breast examination was fear of hurting the patient. SBT significantly reduced student anxiety (2.0 ± 0.8 versus 1.5 ± 0.5, respectively; p < 0.001). The satisfaction and self-confidence of the students were found to be high (6.8 ± 0.3 and 6.0 ± 0.9, respectively), with no difference between genders. Conclusion The use of SBT in teaching students to perform pelvic and breast examinations resulted in reduced anxiety and increased self-confidence in a group of medical students of both genders, with high levels of satisfaction in relation to the training.

scholarly journals Eficácia da simulação na autoconfiança de estudantes de enfermagem para ressuscitação cardiopulmonar extra-hospitalar: um estudo quase experimental

2019 ◽  
Vol 29 (1) ◽  
pp. 32694 ◽  
Author(s):  
Genesis Souza Barbosa ◽  
Caio Guilherme Silva Bias ◽  
Lorene Soares Agostinho ◽  
Luciana Maria Capurro de Queiroz Oberg ◽  
Rafael Oliveira Pitta Lopes ◽  
...  
Keyword(s):  
Nursing Students ◽  
Cardiopulmonary Resuscitation ◽  
Undergraduate Students ◽  
The Self ◽  
Significance Level ◽  
Self Confidence ◽  
Intervention Protocol ◽  
Before And After ◽  
Quasi Experimental ◽  
Confidence Scale

AIMS: To verify the effectiveness of the simulation in the self-confidence of nursing students for extra-hospital cardiopulmonary resuscitation. METHODS: A quasi-experimental, before and after, single-group study, was performed with nursing undergraduate students. The sample was recruited among university students who were in the second or third year of graduation and accepted to participate in the research. The intervention protocol consisted of individual participation in a emergency simulated clinical scenario. The simulated scenario adopted consisted of cardiopulmonary resuscitation in extra-hospital cardiorespiratory arrest, using the Mini Anne Plus® low fidelity manikin. In addition to the sociodemographic variables, students' self-confidence for emergency action was analyzed, evaluated by the Self-Confidence Scale, before and after each simulation. Marginal and homogeneous Wilcoxon homogeneity tests were applied, and the accepted significance level was 5%.RESULTS: Thirteen two undergraduate students in nursing between the ages of 18 and 38 participated in the study. Statistically significant differences (p < 0.001) were observed in the answers of all the questions of the Self-confidence Scale when compared before and after the simulation. There was also a statistically significant increase (p < 0.001) in cardiological, respiratory and neurological scores after simulation.CONCLUSIONS: The simulation proved to be an effective educational strategy in increasing the self-confidence of nursing students to perform extra-hospital cardiopulmonary resuscitation.

Effects of Women’s Football Broadcastings on Viewers’ Moods and Judgments

2016 ◽  
Vol 44 (1) ◽  
pp. 54-76 ◽  
Author(s):  
Holger Schramm ◽  
Johannes Knoll
Keyword(s):  
Information Theory ◽  
Past Research ◽  
Team Identification ◽  
Disposition Theory ◽  
Self Confidence ◽  
Football Team ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
Sport Events

The objective of this article is to improve the understanding of mood and judgment effects evoked by major televised sport events like national football matches. According to disposition theory of sport spectatorship, viewers’ affective experiences, specifically their moods, are assumed to be affected by the outcomes of the matches they watch. This study tests whether these mood effects depend on viewers’ team identification as well as viewers’ sex. Moreover, past research has indicated that mood changes as effects of sport viewing could influence viewers’ subsequent judgments in line with feeling-as-information theory. Based on this line of arguments, a quasi-experimental pre-post-test study with 180 participants was conducted to assess the moods and judgments (self-confidence, evaluation of the economic situation, government satisfaction) of viewers before and after a win and a defeat of the German national football team during the 2011 women’s FIFA World Cup. The results support disposition theory of sport spectatorship as well as feeling-as-information theory and give new insights into the moderating role of team identification and sex.

HOLY QURAN RECITATION OF SURAH AL-MULK AND AL-HASYR ON DECREASING ANXIETY IN MEDICAL STUDENTS

2021 ◽  
Vol 2 (1) ◽  
pp. 7-14
Author(s):  
Kaima Ishmata ◽  
Indri Seta Septadina ◽  
Bintang Arryotantri
Keyword(s):  
Medical Students ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Complementary Therapy ◽  
Wilcoxon Test ◽  
Primary Data ◽  
Beck Anxiety Inventory ◽  
Cross Sectional ◽  
Before And After ◽  
Quasi Experimental

Anxiety is a feeling of discomfort, worry about something unclear and accompanied by autonomic symptoms. Murottal Al-Quran therapy is a complementary therapy with the most widely used Al-Qur'an media. This study aims to analyze the effect of the murottal Al-Qur'an Surah Al-Mulk and Al-Hasyr on the anxiety of medical students of Universitas Sriwijaya. This research is a quasi-experimental study with a cross-sectional approach with one group pre-post test design which was conducted from July to December 2020 at homes through Zoom meeting application. Sampling using simple random sampling technique. Data in the form of primary data using the Beck Anxiety Inventory (BAI) questionnaire.Primary data were collected using the Beck Anxiety Inventory (BAI) questionnaire before and after receiving the Murottal Al-Qur'an Surah Al-Mulk and Al-Hasyr for 7 consecutive days. The Shapiro-Wilk normality test was performed on the data, then analyzed with Paired t-test or Wilcoxon test using SPSS device. The Wilcoxon test results showed significant results of murottal Al-Qur'an Surah Al-Mulk and Al-Hasyr on anxiety (p = 0.000) in medical students. There is an effect of murottal Al-Qur’an surah Al-Mulk and Al-Hasyr on anxiety among medical students of Universitas Sriwijaya.

scholarly journals Promotion of Early and Exclusive Breastfeeding in Neonatal Care Units in Rural Rwanda: a Quasi-experimental Study

2020 ◽  
Author(s):  
Saidath Gato ◽  
Francois Biziyaremye ◽  
Catherine M. Kirk ◽  
Chiquita Palha De Sousa ◽  
Alain Mukuralinda ◽  
...  
Keyword(s):  
Experimental Study ◽  
Exclusive Breastfeeding ◽  
Child Survival ◽  
Neonatal Care ◽  
Post Intervention ◽  
Factors Associated ◽  
Before And After ◽  
Quasi Experimental ◽  
Evidenced Based ◽  
Additional Support

Abstract Background: Early initiation of breastfeeding after birth and ongoing exclusive breastfeeding for the first 6 months improves child survival, nutrition and health outcomes. However, only 42% of newborns worldwide are breastfed within the first hour of life. Small and sick newborns are at greater risk of not receiving breastmilk and often require additional support for feeding. This study compares breastfeeding practices in Rwandan neonatal care units (NCUs) before and after the implementation of a package of interventions aimed to improve breastfeeding, aligned with the Baby Friendly Hospital Initiative for small and sick newborns.Methods: A pre-post quasi experimental study was conducted at two District hospital NCUs in rural Rwanda from October 2017–December 2017 (pre-intervention) and September 2018–March 2019 (post-intervention). Only newborns admitted before their second day of life (DOL) were included. Data was extracted from patient charts for clinical and demographic characteristics, feeding throughout admission, and patient outcomes. Bivariate analyses were conducted using Fisher’s exact and Wilcoxon rank sum tests. Logistic regression was used to evaluate factors associated with exclusive breastfeeding at discharge following a backwards stepwise procedure.Results: Pre-intervention, 255 newborns were admitted in the NCUs and 793 were admitted in the post-intervention period. The percentage of infants who were exclusively breastfed on their day of birth, or day-of-life zero (DOL0) increased from 5.4% to 35.9% (p<0.001). For newborns discharged alive, the proportion exclusively breastfeeding increased from 69.6% to 87.0% (p<0.001). The mortality rate for all admitted newborns decreased from 16.1% to 10.5% (p<0.019). Factors associated with greater odds of exclusive breastfeeding at discharge included post-intervention time point (Odds Ratio (OR): 4.91, 95% Confidence Interval (CI) 1.99-12.11, p<0.001), and admission for infection (OR 2.99, 95%CI 1.13-7.93, p=0.027). Home deliveries (OR 0.15, 95%CI 0.05-0.47, p=0.001), preterm delivery (OR 0.36, 95%CI 0.15-0.87, p=0.0260 and delayed first breastmilk feed (OR=0.04 for DOL3 vs. DOL0, 95%CI 0.01, 0.35, p=0.004) reduced odds of exclusive breastfeeding at discharge. Conclusion: Expansion and adoption of evidenced-based guidelines, using innovative approaches, aimed at the unique needs of small and sick newborns should be expanded and adapted in similar settings to improve outcomes for these infants.

scholarly journals Improving the Students’ Self-confidence in Speaking English through YouTube

2021 ◽  
Vol 2 (3) ◽  
pp. 166-176
Author(s):  
Tri Pujiani ◽  
Khoirun Nisa ◽  
Benny Krisbiantoro
Keyword(s):  
Random Sampling ◽  
Research Data ◽  
Self Confidence ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
The Media ◽  
Speaking Performance ◽  
Use Of Social Media ◽  
Paired T Test

Speaking in English is often a frightening spectre for students since it is complex and involves all language elements. Self-confidence is one of the factors that influencing speaking performance. The students’ self-confidence can be stimulated by using an interesting activity that promotes practice in relax situation. The use of social media such as YouTube may be the alternative to train the students’ self-confidence in speaking English. This research was aimed to improve the students’ self-confidence in order to overcome their problem in Speaking English by utilizing YouTube as the media. In this research, the students were assigned to post their speaking assignments on YouTube. This research was a quasi-experimental one group with pre and post-test research that utilized 43 students from English for Nursing 1 Class as the sample who were taken by using random sampling. The research data were obtained from the students’ verbal scores and self-confidence questionnaire which were compared before and after the project. The result of this research showed that there was an increase on the students’ self-confidence and speaking performance after they joined this project. Moreover, paired t-test proved that the increase was significant. Thus, it can be concluded that utilizing YouTube as the media to post the students’ work is effective to increase the students’ self-confidence as well as their speaking performance. This project should be continued and developed to maintain the students’ self-confidence and facilitate more practice for students in speaking English.

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