Suman Singh

Low-fidelity simulation to enhance understanding of infection control among undergraduate medical students

Background. Developing economies are stressing institutional care for better health outcomes but its advantages are dampened by healthcare-associated infections (HAIs). Besides other undesired complications, the economic cost of HAIs is enormous. Developing countries have higher HAI rates compared with Europe or the USA. The knowledge and practice of infection control is poor among medical students. Based on introspection of ‘Infection Control Module’ for undergraduates introduced in 2012, we tested emotional sensitization using low-fidelity techniques to enhance its effectiveness. Methods. All medical undergraduate students in their second year (n=102) were randomly divided into three groups using balanced randomization (two test and one control). Test groups were made to realize the emotional, social and financial consequences of HAI on patients and their families through low-fidelity simulation in the form of case discussions and video demonstrations. Pre- and postintervention empathy scores were calculated using Toronto empathy questionnaire (TEQ) for all the 102 students. Postintervention, all students were subjected to an infection control module and knowledge test. Perceptions of the intervention groups were recorded. Descriptive statistics and ANOVA were applied for data analysis. Results. Of the 102 students, 93 (91.1%) participated in the study. There was no significant difference in the pre-test TEQ score (p=0.87) but there was a significant difference in the post-test TEQ (p = 0.026) and knowledge test score (p = 0.016) among the groups. Both the simulation exercises were well appreciated by the students. Conclusion. Emotional sensitization using low-fidelity simulation served as a catalyst in understanding infection control among medical undergraduate students.

Foundation programme for developing professional attributes in medical students

than-usual training in giving feedback, who therefore provided very specific and actionable feedback; one fellow commented that it was ‘the most useful feedback I have ever received in an MSF!’. Appraisers found the MSF useful in providing a rounded assessment of the teaching fellows’ skills. The five items based on the HEA portfolio consisted of a prompt sentence taken directly from the portfolio; several responders felt these did not provide enough direction on the element they were being asked to assess. We have therefore rewritten these items.

Cardiovascular drug fun cricket: Students’ perception on an innovative active teaching–learning method in pharmacology -

Background: Modern teaching trends in medical education exhibit paradigm shift from conventional classroom teaching to nonconventional teaching aids. Continuous efforts are required to incorporate innovative teaching–learning methods in curriculum to make learning interesting and interactive for students. Aims and Objective: Determine students’ perception toward an innovative, active teaching–learning method and its effect on learning. Materials and Methods: An intervention study conducted with second-year MBBS students (n = 77) after approval from institutional ethics committee. Test group (n = 44) was taught cardiovascular pharmacology by innovative way while control group (n = 33) was taught the same topic by conventional way. Knowledge of both groups was assessed by pre and post tests of objective type while perceptions of test group toward the innovative way were documented on Likert scale by semi-structured questionnaire. A pre-activity opinion was taken to know about perceptions toward conventional pharmacology teaching from all the students. Paired and independent t-tests were applied for statistical analysis of data. Result: There was no statistically significant difference in performance of pre- and posttest scores between the groups (p > 0.05). Students’ perceptions in the pre-activity questionnaire feedback revealed that more than 60% of students found teaching of pharmacology monotonous and not fostering active learning. About 70% students felt the need for active teaching–learning modules that can generate interest in subject. Post-activity feedback revealed that majority of students (about 66%) had enjoyed the new learning process and found it to be more engaging, interesting, and interactive. Conclusion: Students need to be actively engaged while learning and faculty should explore novel teaching practices that help in maintaining students’ interest.