ABSTRACT
Purpose: Literature suggests that there are two common teaching methods in clinical skills are the four-stepapproach of Peyton and the theory of instructional design by Gagne. The combination of these two teachingmethods was planned and implemented in the undergraduate medical program at Avalon University, Curacao,in training and teaching clinical skills during the firsttwo years of the program. The objective behind developingthis teaching modality is to offer more chances to repeat the demonstration by the instructors, to rehearsal bystudents, and to provide instant feedback on specific concepts of clinical skills. This study aims to examinefurther and evaluate this teaching method for clinical skills.Methods: This is a quasi-experimental study that was conducted to evaluate the new teaching method. The datawere gathered in summer 2017, which is a control group and for another three groups; fall 2017, winter 2018,and summer 2018, which are study groups. A survey of course evaluations was developed to collect bothqualitative and quantitative feedback from students at the end of the course. The quantitative questionnaireincluded 17 questions used a five-point Likert scale with one of the following responses; one indicates stronglydisagree, two-disagree, three-neutral/no opinion, four-agree, and five-strongly agree. Qualitative analysis wasdone based on the responses from students for open-ended questions. Quantitative data were gathered even forstudents’ grades on the final assessments.Results: Students’ responses (survey questionnaire) data were analyzed for descriptive statistics. The responserate for the summer 2017 group (control) is 100% and 95.65%, 87.5%, and 90.9% for the three study groups,respectively. Students’ feedback for all questions showed improved satisfaction with the new method of teaching.The class performance (mean grade) of different groups wasshown a difference which is statistically significant(p<0.05) on the Kruskal-Wallis test.Conclusion: The new modality of teaching in clinical skills showed that students are more satisfied and alsoimproved students’ performance.
ABSTRACT
Objectives: The study attempt to assess the effectiveness of Benson’s relaxation therapy on reduction of stress among primigravid mothers attending the outpatient department in a selected hospital at Kannur, with the objectives of evaluating the stress among the primigravid mothers before and after the Benson’s relaxation therapy and to associate the level of stress with selected demographic variables. Methods: A total of 30 primigravid mothers after third month of gestation were selected for the study. The information regarding background data were collected from the primigravid mothers by self-administered rating scale and the level of hemoglobin status was noted from the health records. Selected primigravid mothers were given pretest questionnaire and Benson’s relaxation therapy was administered to all group members for 20 minutes and instructed to continue this for a period of 15 days. Post-test using rating scale was conducted 15 days after the administration of Benson’s relaxation therapy. Result: The result of the study shows that the post-test mean stress score was less than the pre-test mean stress score. The obtained mean difference between the pre-test and post-test regarding stress score was statistically significant. Hence research hypothesis “there will be a significant difference in the stress scores before and after Benson’s relaxation therapy among the primigravid mothers” has been retained. Conclusions: It was inferred that primigravid mothers who practiced Benson’s relaxation therapy had significant decrease in post-test stress score. Also there was significant association with the level of stress and some demographic variables.