ABSTRACT
Background: Being a developing country, India is faced with many health problems which can be averted by education and implementation of basic guidelines. Menstrual hygiene is one such topics which is rarely brought to attention but forms an integral part of a women’s life. This topic has been neglected not only in rural areas but in the poor socioeconomic corners of metropolitan cities. This ignorance has taken a great toll on the quality of life of women. Poor hygiene predisposes them to reproductive tract infections which may lead to increased incidence of infertility and mortality. Misconceptions regarding this have also prevented women to seek out professional help. Keeping this in mind the study was undertaken to spread awareness and eliminate the taboo this topic is regarded with.Methods: A cross sectional study was conducted amongst adolescent girls in a private school located in Angaon village, Bhiwandi Taluka, Mumbai. A self-administered questionnaire was given to the adolescent girls to assess their knowledge, attitude and practices regarding menstrual cycle. Percentages were used for statistical analysis.Results: 83 girls (96.51%) were aware of menstrual cycle. 49 (56.98%) girls perceived that menstrual blood is dirty. 72 (83.72%) knew that it is a physiological process. 85 (98.84%) were also aware about menstrual hygiene. 85 (98.4%) felt that girls should be addressed regarding menstrual cycle, hygiene before achieving menarche. 50 (58.14%) girls followed restrictions during menstruation.Conclusions: The findings of the present study emphasize the need to address physiology about menstrual cycle as well as the myths and misconceptions associated with it.
ABSTRACT
Background: Traditional didactic lectures do not evoke interactive teaching. Analytical thinking is not fostered. When students are put into the role of primary care physician, a sense of responsibility towards society is instilled in them generating a desire to learn. Case based learning (CBL) is one such method which can be used for meaningful learning. Incorporation of case based scenarios on real life situations in teaching can make medical undergraduate students competent to diagnose and treat common health problems.Methods: The study was conducted amongst third M.B.B.S. students. Interventional study design was used. Intervention group was taught with CBL and control group with didactic method. Pre-test, post-test was conducted to assess cognitive domain scores. To assess perception regarding CBL, feedback questionnaire was given to students. Percentages, unpaired t test were used for statistical analysis.Results: 99.60% of students perceived CBL is helpful to understand key concepts. 95.65% reported its importance in development of critical thinking. 95.66% reported that CBL session promoted meaningful learning as compared to lecture. On application of statistical tests, there was no difference in average marks scored by students taught with CBL as compared to those taught with traditional didactic method.Conclusions: This study demonstrates that CBL arouses interest. It can be incorporated to teach topics in Community Medicine.