ABSTRACT
Background: Hepatitis B virus is transmitted by body fluids, such as blood and serum. Sexual transmission, vertical transmission, and unsafe injections, including intravenous drug use, are the most common routes of infection for Hepatitis B infection. Medical students have a very important role in preventing the disease by improving the disease knowledge among themselves and the patients they will eventually treat.Methods: A cross sectional study was conducted to assess the KAP among medical students of the first three academic years regarding hepatitis B virus infection. The sample size was 222 students. Data were collected from 230 students using a semi structured questionnaire and analyzed using SPSS v20.Results: Among 230 medical students, 79.1% students had good knowledge about hepatitis B whereas 84.3% of the respondents had the right attitude towards hepatitis B. The practice component was low with only 44.8% of the respondents having correct practice regarding hepatitis B infection.Conclusions: Although the knowledge and attitude regarding hepatitis B infection is high, the practice levels are low indicating the need to encourage proper practices among the medical students.
ABSTRACT
Background: To sustain the standards of quality medical education, the faculty needs to be well trained in the medical education technologies, both traditional and innovative. Students are the real beneficiaries of all training programmes conducted for faculty development and they appreciate good teaching. Their involvement in all possible aspects of teaching and learning will go a long way in achieving the best outcomes. The objective of the study was to assess the effectiveness of an ‘Abridged course in Medical Education Technology’ for entry level teachers based on the students’ evaluation of the (teaching) performance of the teachers.Methods: An interventional study was carried out amongst 447 students, in which an educational intervention was done and the effectiveness of the ‘Abridged course’ was assessed. Teaching by the teacher trained through the ‘Abridged course’ formed the ‘intervention’ in the study. ‘Evaluation of the teaching performance’ by the students was the outcome studied.Results: The performance of teacher as assessed by the students had a higher mean score (61.28, SD 9.8) for residents who underwent training in medical education technology, as compared to other residents (56.81, SD 9.2) with a p-value of <0.001.Conclusions: This study highlights that an abridged course in teaching methodology for entry level medical teachers improves the quality of their teaching