Case-based learning in integrated management of neonatal and childhood illness

Background: This complete-enumeration, before-and-after type of study (without controls) was conducted on 61 third-year medical students at Rajiv Gandhi Medical College, Thane, Maharashtra state to study the difference in cognitive domain scores after attending lecture-based learning (by a pre-test) and after attending case-based learning (by a post-test).Methods: After approval from the institutional ethics committee, the purpose of the study was explained to third-year medical students and written informed consent was obtained. After curriculum-based lectures on integrated management of neonatal and childhood Illness, a pre-test was administered wherein each student was asked to fill up case sheets for five case scenarios. The maximum marks obtainable were 10 marks per case (total 50 marks).' Case-based learning was conducted in two sub-groups comprising 31 and 30 randomly assigned students by the same faculty and students in each sub-group were exposed to identical case scenarios. The post-test was conducted using case scenarios and case sheets that were identical to that of the pre-test.Results: The overall mean score increased and the difference between the case-wise pre-test and post-test scores of both female (n=35) and male (n=26) students was highly significant (p <0.00001). However, the gender differences in pre-test score (Z=1.038; p=0.299) and post-test score were not significant (Z=0.114; p=0.909).Conclusions: Using case scenarios augmented the cognitive domain scores of participating students and the gender differences in scores were not statistically significant. The post-test scores showed higher variability. Remedial educational interventions would be required for students who obtained low scores in the post-test.

Outcome Of Peer-Assisted Learning With Clinical Scenarios

This educational intervention study was conducted in a municipal medical college in Maharashtra, India. 60 rst-year MBBS students aged 18 years and above, of either gender, were briefed about peer-assisted learning. A pre-test was administered after a faculty-delivered conventional lecture. Subsequently, a trained peer teacher taught the same topic and an identical test was again administered. The mean marks (out of 20) of students increased from 15.37 +/- 2.69 (pre-test) to 17.80 +/- 1.97 (post-test), exhibiting signicant difference (p<0.00001). The differences in the mean marks obtained in the pre-and post-tests by male (p=0.000079) and female (p=0.000063) students were also signicant. The gender differences in the mean marks were not statistically signicant in the pre-test (p=0.633) and the post-test (p=0.696). The results suggest that case scenarios combined with peer-assisted learning increases cognitive domain scores and have the potential to be used as a supplementary method, as an adjunct to faculty teaching.

Outcome of combination of methods of educational interventions in physiology for first-year MBBS students

Background: This comparative, before and after study (without controls) was conducted in a municipal medical college to compare the cognitive domain scores obtained by first-year MBBS students after didactic lectures with that obtained after an educational intervention that combined integrated teaching with clinical scenarios.Methods: After obtaining prior permissions, the purpose of the study was explained to first-year MBBS students and written informed consent was obtained. After attending curriculum-based didactic lectures on the alimentary system, the students (n=62, females: n=29, 46.77% and males: n=33, 53.23%) took a pre-test comprising ten questions (total 20 marks). After the pre-test, the participants attended an educational intervention that combined integrated teaching with clinical scenarios on the same topic. Subsequently, the post-test was administered using a questionnaire that was identical to that of the pre-test.Results: The mean overall marks obtained in the pre-test was 14.73±1.87 (95% CI: 14.26-15.19), while that obtained in the post-test was 17.16±1.73 (95% CI: 16.73-17.59), exhibiting highly significant (p <0.00001) difference. The gender difference in scores was significant (p=0.011) for only question no. 1 in the pre-test and there was no significant gender difference in the post-test.Conclusions: A combined method of educational intervention was found to enhance the cognitive domain scores of students. Though a larger study would be needed to generalize the findings, male students seem to need an additional educational intervention to improve their cognitive domain scores. Despite time limitations in the teaching schedule for the first-year MBBS course, integrated teaching with case scenarios can be implemented to impart early clinical exposure.

Morbidity Pattern Among Women And Children Living In An Urban Slum

This cross-sectional descriptive study was conducted in an urban slum in Thane, Maharashtra, India. Women (n=64) with self-reported morbidity and symptomatic children (40 girls and 36 boys) were clinically examined and treated using the “camp approach”. The mean age of girls, boys, and women was 6.04 +/- 4.08 years, 4.49 +/- 2.88 years, and 34.52 +/- 10.01 years, respectively. The health problems in the examined children included upper respiratory infections, fever, loss of appetite, eye and ear-related problems and diarrhoea. out of the 51 under-five children examined, 72.55% were undernourished. Among women, reproductive health problems, anaemia, and musculoskeletal disorders predominated. Specific nutrition and health interventions for under-five children are necessary to combat under-nutrition, while community-based educational interventions for women would help overcome the social taboos attached to reproductive health problems.