scholarly journals The application of team-based learning in emotional intelligence training for medical students: A pre–post-test study

2020 ◽  
Author(s):  
Wenjiao Yang ◽  
Yu Chen ◽  
YuanMin Gao ◽  
Jing Wang ◽  
Fan Fang ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Medical Students ◽  
Course Evaluation ◽  
Basic Knowledge ◽  
Post Intervention ◽  
Emotional Management ◽  
Team Based Learning ◽  
Post Test ◽  
Emotional Intelligence Training ◽  
The Impact

Abstract Background Emotional intelligence represents a person’s interpersonal and communication competencies, and influences medical students and their clinical careers. The aim is to evaluate the impact of team-based learning in an emotional intelligence training intervention among Chinese medical students. Methods This is a quasi-experimental, one-group pre–post-test assessment. A convenience sample of medical university students took an elective course in emotional management recruited for this study. An emotional management course was designed to provide college students with basic knowledge about emotional regulation and to provide opportunities for emotional management practice. The course composed of traditional face-to-face education and the new style of teamwork. They completed the educational modules using their personal computers or cell phones. Using the Emotional Intelligence Scale, Caring Ability Inventory, and a course evaluation questionnaire, two research assistants collected data before and after delivery of the intervention. Descriptive statistics were calculated for sociodemographic data. Categorical data were described as frequencies, and continuous data were expressed as means. Differences in respondent characteristics between the pre- and post-intervention assessments were investigated using the chi-squared test. The paired-samples t test was used to investigate differences between pre- and post-intervention. Ninety-eight students completed the pre-intervention questionnaire and 82 students completed the post-intervention questionnaire. Results The intervention improved students’ emotional intelligence and caring ability, as indicated by increased scores in perceiving and expressing emotions (t = 7.045, P < 0.01), regulating emotions (t = 6.094, P < 0.001), knowing (t = 4.268, P < 0.001), and courage (t = 4.842, P < 0.001). Students' average course evaluation ratings were >4 points (The total score is 5.). Conclusions This intervention has the potential to influence medical students’ emotional intelligence and caring behavior.

scholarly journals The impact of a teacher-based positive education intervention on student wellbeing literacy

2021 ◽  
Vol 2 (1) ◽  
pp. 22-43
Author(s):  
Lea Waters ◽  
Matthew Charles Higgins
Keyword(s):  
Mental Health ◽  
Education Intervention ◽  
Positive Education ◽  
Post Intervention ◽  
Emotional Management ◽  
Strength Based ◽  
Before And After ◽  
Education Interventions ◽  
Written Descriptions ◽  
The Impact

Over the past decade, research has consistently found that positive education interventions have a beneficial effect on mental health outcomes for students, such as improvements in life satisfaction and reduction of anxiety. While it is encouraging to see these changes in student mental health, the research has not yet adequately explored whether positive education interventions change a student’s understanding of wellbeing itself. Wellbeing literacy is a new construct within the field of positive education and is defined as the ability to understand the concept and language of wellbeing. This study examines whether student language and understanding of wellbeing changes following an intervention that trains teachers in the core principles of positive education. Students across grades five, six and seven (ages 11–13; n = 231) from three Australian schools provided brief written descriptions of their understanding of wellbeing before and after their teachers undertook an eight-month positive education intervention. Thematic analysis was used as the methodological tool to analyze student language and understanding of wellbeing. Inferential frequency-based statistical analyses were used to compare the pre-intervention and post-intervention responses. The results revealed that student understanding of wellbeing evolved in four key ways to become more: (1) detailed; (2) strength based; (3) expanded/multidimensional; and (4) relational. Post-intervention understanding of wellbeing was significantly more likely to include aspects of emotional management, strengths, coping, mindfulness and self-kindness. Implications, limitations and future directions are discussed.

scholarly journals Effects of Educational Intervention among Reproductive Age Group Women on Safe Abortion

2013 ◽  
Vol 52 (192) ◽  
Author(s):  
Kalpana Silwal ◽  
Tumla Shrestha ◽  
Ram Krishna Dulal
Keyword(s):  
Educational Intervention ◽  
Unwanted Pregnancy ◽  
Abortion Service ◽  
Reproductive Age ◽  
Age Group ◽  
Post Intervention ◽  
Safe Abortion ◽  
Post Test ◽  
The Impact ◽  
Reproductive Age Group

Introduction: Many reproductive aged women needlessly die due to unsafe abortion even when they seek help to terminate their unwanted pregnancy. These deaths could have been prevented had they been aware that safe abortion service was available to them. The study aimed at finding out the effectiveness of the education intervention in improving knowledge among reproductive age group women regarding the safe abortion. Methods: An experimental intervention was carried out on safe abortion education among the reproductive age group women. The impact of pre- and post- intervention was evaluated by using a set of structured questionnaire in local language. The obtained data was analyzed by using the Excel and Statistical Package for the Social Sciences, version 12.0 for windows and result was interpreted. Results: The post intervention finding revealed a significantly higher (p= 0.001) mean on knowledge among participants about safe abortion compared to pre-observational test. The mean difference between the pre-test and post-test was 64.1% (Pre-test 11.18 ±12.88 Post-test 75.28 ±9.56). The research hypothesis was accepted with p value paired t-test at <0.001 (0.05). The result supports that the educational intervention was effective in increasing safe abortion awareness among reproductive aged group women. Conclusion: The safe abortion educational intervention program was instrumental to improve reproductive age women’s knowledge considerably about safe abortion service.  Keywords: educational intervention; knowledge; safe abortion; women.    

scholarly journals Emotional Intelligence Training to Improve the Efficacy of Primary School Teachers

2021 ◽  
Vol 19 (2) ◽  
pp. 974
Author(s):  
Cicilia Hendarto
Keyword(s):  
Emotional Intelligence ◽  
Elementary Teachers ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Elementary Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Before And After ◽  
Emotional Intelligence Training ◽  
The Impact

The aim of the current study was to investigate the effect of emotional intelligence training toward elementary teacher. The training given to increase the teachers’ efficacy in students’ engagement, instructional strategies and classroom management. There are three sessions during the training included identifying and understand the emotions of himself and others, identifying and understanding the impact of the emotion used in adopting decisions and managing the emotions of himself and others. Participant were 25 elementary teachers in Intan Permata Hati School. The result taken using the Teacher’s Efficacy Scale (Tschannen-Moran, M., & Woolfolk Hoy, A., 2001) before and after training to investigate the impact of the training. Overall the result showed that the students’ engagement has the biggest impact and emotional intelligence is significant increase teachers’ efficacy. The students’ engagement has the biggest impact

scholarly journals An interventional study on sleep hygiene among medical students

2017 ◽  
Vol 4 (2) ◽  
pp. 352 ◽  
Author(s):  
Cynthia Subhaprada S. ◽  
Vijayakumari S. ◽  
Rajasekhar T. ◽  
Venkateswarlu U.
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Daytime Sleepiness ◽  
Simple Random Sampling ◽  
Sleep Hygiene ◽  
P Value ◽  
Post Intervention ◽  
Cross Sectional ◽  
Significant Difference ◽  
Post Test

Background: Sleep deprivation, a common problem among undergraduate students, leads to daytime sleepiness and poor academic performance. The purpose of this study is to describe sleep hygiene among medical students and to measure effect of sleep hygiene educational intervention.Methods: An interventional cross-sectional study was carried out from September to October, 2015 among II MBBS students, Kurnool Medical College, Kurnool, Andhra Pradesh, India. Excessive daytime sleepiness was assessed by the Epworth sleepiness scale. Predesigned questionnaire was administered as pretest followed by health educational intervention session to 100 subjects selected by simple random sampling, and a post test two weeks later. Data entered in MS Excel 2007, was analyzed using IBM SPSS 20. Difference in means tested by paired t test and Chisquare test was used to test association between variables, with p value <0.05 considered significant.Results: 100 study subjects, 48 of 7 semester and 52 of 5 semester, had a mean (+SD) age in years, 20.2±0.58 and19.71±0.61 respectively. 57% were females. A statistically significant association between daytime sleepiness prevalence by semester was found. (Pretest X2 = 7.83, post test X2 = 7.19, p value <0.01). Weekend sleep schedules showed 2 hours increase than weekdays, in 40% (5 semester) and 30% (7 semester). 20% of study subjects had Epworth score 10-24, so expert medical advice is needed. A statistically significant difference was observed in sleep hygiene post intervention (t=2.010, p= 0.05).Conclusions: Daytime sleepiness was the most common problem encountered in this study. Sleep hygiene education promotes healthy sleeping habits.

scholarly journals The impact of artificial wall climbing as a recreational activity on children's locus of control

2018 ◽  
Vol 15 (4) ◽  
pp. 2462
Author(s):  
Nuh Osman Yıldız ◽  
Güçlü Özen ◽  
Ahmet Özsoy
Keyword(s):  
Locus Of Control ◽  
Primary School ◽  
Age Groups ◽  
Basic Knowledge ◽  
Positive Development ◽  
Test Model ◽  
School Students ◽  
Post Test ◽  
Learning Through Experience ◽  
The Impact

The aim of this research is to determine the effects of artificial wall climbing - which was performed by primary school students- as a recreative activity on children’s locus of control. Artificial wall climbing represents itself as a learning point beyond a sportive activity while creating an opportunity for participants to discover the limits of their own and that of others’, and opening a path for learning through experience by rendering the participants active rather than passive.The research was designed as one group pre-test – post-test model. The sample of the study is the same as the study population. 40 (15 female, 25 male) students studying in 7th and 8th grades of primary school attended voluntarily in this study.  Climbing practices were determined according to students' free time. Climbing practices were planned to be 90 minutes each. It is organized two days in a week between at least twenty-four hours. The test lasted 6 weeks in total. The activity which started with warm-up exercises suited for the age group was configured as a developmental schema as it started with top rope and extended to lead climbing route again on the climbing routes suited for the age groups. During the practice, it was ensured to provide knowledge and skills for not only climbing skills but also for other topics such as basic knowledge of climbing techniques, basic knots and belaying. The practice lasted six weeks and the questionnaire was applied before and after.To determine whether participants had a tendency towards externalizing or internalizing bias, "Nowicki-Strickland Locus of Control Scale" was used.As a result of the statistical analysis, it was observed that there are significant differences between pre-test and the difference of differences regarding the gender discrepancy and between pre-test and post-test scores regarding the total scores (p<0.05).The group of activities carried out for the artificial wall climbing led to a positive development in the children’s perception of locus of control and it was seen that children's beliefs on what’s happening around them is under their control and they can turn their lives in whichever direction they want were positively influenced.

Comparison of an e-learning package with lecture-based teaching in the management of supraventricular tachycardia (SVT): a randomised controlled study

2020 ◽  
pp. postgradmedj-2020-139003
Author(s):  
Kevin Mohee ◽  
Hasan N Haboubi ◽  
Majd Protty ◽  
Christopher Srinivasan ◽  
William Townend ◽  
...  
Keyword(s):  
Medical Students ◽  
Supraventricular Tachycardia ◽  
Controlled Study ◽  
Undergraduate Medical Students ◽  
Post Intervention ◽  
Graduate Entry ◽  
Randomised Controlled Study ◽  
E Learning ◽  
Randomised Controlled ◽  
The Impact

IntroductionTo compare the impact of an e-learning package with theoretical teaching on the ability of both graduate and undergraduate medical students to learn the management of supraventricular tachycardia.MethodsWe conducted a randomised, controlled, study at two Welsh medical schools. Participants were graduate-entry and undergraduate medical students, who were randomised (in a 1:1 ratio) to either 1 hour of training using an e-learning package or an hour of lecture-based teaching. The outcome was a comparison, within each group and between groups, of median scores achieved in assessments of knowledge through completion of preintervention, immediate post intervention and 2 weeks postintervention questionnaires.ResultsOf the 97 participants available for randomisation, 47 underwent teaching using the e-learning package and 50 were taught in the lecture group. Median scores were higher in the e-learning package group than the lecture group, though this difference was not statistically significant (4.00 vs 3.00; p=0.08) immediately after intervention. At 2 weeks post intervention, median scores in the e-learning package group were significantly higher than the median scores in the lecture group (4.00 vs 3.00; p=0.002). This was despite a subanalysis of the results demonstrating that subjects in the lecture group reported having seen more cases compared with those in the e-learning group (32 vs 13; p=0.002). Further, there was a significant fall in score over 2 weeks in the group receiving lecture-based teaching, but no such decrease in those using the e-learning package.ConclusionE-learning seems to be the preferred method of learning and the method that confers longer retention time for both postgraduate and undergraduate medical students.

Influence of Emotional Intelligence Trainingand Personal Demographic Factors on Emotional Intelligence Gain Scores

2019 ◽  
Vol 118 (4) ◽  
pp. 102-109
Author(s):  
NITHYA. S
Keyword(s):  
Emotional Intelligence ◽  
Demographic Factors ◽  
Research Paper ◽  
Statistical Tools ◽  
Gain Scores ◽  
Post Test ◽  
Emotional Intelligence Training ◽  
Experimental Group

Emotional intelligence ability is found to be a tool to evade stress and balance one's own emotions and manage other’s emotions effectively in the workplace. The current research paper revealthe influence of Emotional intelligence intervention and software professional's personal demographic factors on Emotional intelligence gain scores between control and experimental group. 60 respondents was selected and grouped into control and experimental group. Pre-test and post-test on Emotional intelligence was done for both the groups and experimental group alone was given the Emotional intelligence training. Later, statistical tools were adopted to analyze and find the influence of various factors on dimensions of Emotional intelligence between control and experimental groups.

Impact of Training to Improve Knowledge on Blood Transfusion among Health Care Providers from Tertiary Hospitals in Tanzania

2020 ◽  
Vol 31 (2) ◽  
pp. 59-69
Author(s):  
Abdu J. Bhombo ◽  
Oscar Mwashiuya ◽  
Wilhellmuss I. Mauka ◽  
Elineema Meda ◽  
Iragi Ngerageza ◽  
...  
Keyword(s):  
Health Care ◽  
Blood Transfusion ◽  
Health Care Providers ◽  
Transfusion Practice ◽  
Health Care Facilities ◽  
Basic Knowledge ◽  
Care Providers ◽  
Care Facilities ◽  
Post Test ◽  
The Impact

Background: Blood transfusion is a lifesaving therapy which is linked to the adverse outcome when given inappropriately. Inadequate knowledge and skills among health care providers have been reported to contribute to safety issues for recipients and wastage of the precious resource. This study was conducted to determine the impact of training of health care providers in Tanzania on improving the knowledge regarding the transfusion of blood and blood components.Methodology: This was a cross-sectional study which used secondary data from pre and post training assessment questionnaire whereby trainees answered the same set of questions before training (pre-test) and after training (post-test). The questionnaire consisted of two Likert scale questions and eight YES/NO questions which assessed the perception of clinicians, nurses and Laboratory personnel on blood transfusion practices. Moreover, there were thirty multiple-choice questions for assessment of basic knowledge related to usage of blood and blood components.Results: One hundred and eleven (111) health care providers who attended training on blood transfusion were recruited into this study, out of which 72.1% (80/111) were from secondary health care facilities and 6.3% (7/111) were from tertiary health care facilities. The pre-test mean percent score was 32.8% (SD ±12.9%), while the post-test mean percent score was 56.6% (SD ±12.9%). The mean percentage of knowledge gain was 26.6% (SD±13.0%) and 27.1% (SD±12.5%) for health care providers and National Blood Transfusion Service staff respectively. It was observed that only 25.8% (24/93) and 19% (19/100) of participants were aware of the transfusion timing of various blood components and principles of platelet transfusion, respectively. Regarding bedside blood handling practices, only 52.9% (46/87) responded, ‘warm whole blood unit and packed red blood by putting under room temperature for 30 minutes and the majority of participants 63.1% (65/103) reported not to ask for consent before blood transfusion.Conclusion: There was a modest improvement in the knowledge on blood transfusion practice among participants. The overall performance of participants increased from 33% in the pre-test to 57% in the post-test. Therefore, this study has shown the positive impact of training for health care providers in improving their knowledge. We recommend regular on job training courses and mentorship program for health care providers for proficiency in clinical transfusion practice. Key words: Blood Transfusion, Training and Health care providers.

scholarly journals Spirometry practice and the impact of a phase 1 training workshop among health workers in southern Nigeria: a cross-sectional study

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Adaeze Ayuk ◽  
Chizalu Ndukwu ◽  
Samuel Uwaezuoke ◽  
Eno Ekop
Keyword(s):  
Health Workers ◽  
Phase 1 ◽  
Cross Sectional Study ◽  
Practical Training ◽  
Sectional Study ◽  
Post Intervention ◽  
Cross Sectional ◽  
Hands On ◽  
Post Test ◽  
The Impact

Abstract Background Global standards require that spirometry should be performed by trained and experienced personnel, who would be able to assess the correct performance of tests by patients and assure good quality of the result. The complete achievement of this requires a two-step assessment where competency in both knowledge and skills are tested. This study aims to assess the impact of a one-day hands-on spirometry training (Phase1), on the knowledge and application of spirometry among health workers. Methods This was a descriptive cross-sectional study, which describes a one-day (seven hours) spirometry training and skills impartation done at two conference city locations in Enugu and Calabar in the southern part of Nigeria. All the verbally consenting attendees who completed the training assessment tests constituted the study population. The assessment of the spirometry knowledge base before and after the theory and practical sessions, on the various aspects of spirometry, according to international best practices, quality assurance and the interpretation of results, was done and the outcome was analyzed. Factors that could affect the outcome were also assessed. Results There were 64 consenting participants of whom 54.7% (35/64) were females. Theparticipants demonstrated much improved post-intervention knowledge and could satisfactorily perform spirometry, calibration, interpretation of test results and quality control as evidenced by the post test scores after practical sessions were conducted. Pre-test mean scores improved by a mean difference of 12% (p < 001) and were affected by the year of academic graduation and availability of spirometers at the place of work, an effect that was no longer seen at post-test following the hands-on spirometry training. Conclusion The present study has shown that a one-day spirometry workshop significantly improved the knowledge of spirometry practice. There is need to set up more frequent locally-organized spirometry workshops since a one-day seven-hour effective knowledge and practical training would most likely have significant impact on participants’ spirometry practice with its expected positive outcome on respiratory health in Nigeria.

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