ABSTRACT
Background: India fights with substantial maternal and child health (MCH) concerns, accounting about one quarter of the global burden of maternal and childhood mortality.The current study was tried to assess the impact of community partnerships between medical students, community stakeholders (TBAs and local tribal girls) and general community members on their awareness levels about MCH care and services. Methods:a community-based pilot interventional study was conducted at one of the rural blocks of Maharashtra state of India. Of 120, sixty (50%) first year undergraduate MBBS medical students (intervention group) posted at two months rural healthcare training programme’ participated in preparing MCH related health education material (HEM) in local language. Similarly local tribal girls, TBAs and general community people were trained about MCH and their knowledge levels were assessed. Results:Pre and post training assessment scores of participants (students, TBAs, tribal girls and general people) indicated significant (p<0.05) differences in their knowledge about MCH. The used approach of community collaborations in this study upgraded the knowledge of stakeholders (TBAs, tribal girls) and common tribal peopleabout basic aspects of MCH and associated welfare schemes. The study also reported positive attitudes of all participants about an intervention. Conclusions:Productive and synergistic community partnerships can be created among health care providers, community health workers and other stakeholders to ensure commitment and engagement towards positive health.
ABSTRACT
Background: The purpose of this study was to introduce modified form of conventional problem-based learning (PBL) i.e. “Tutor less PBL” in educating medical students about type 2 diabetes mellitus (T2DM). Medical students are future physicians and can be effective healthcare professionals to screen and manage diabetes at community level. Poor levels of awareness as well as lacunae in teaching diabetes have been reported among medical students. The study aimed to assess the knowledge of undergraduate medical students about T2DM by using “Tutorless PBL” method.Methods: Sixty-two 8th semester medical students from one of the private medical colleges in Mumbai city attained knowledge about T2DM through “Tutorless PBL” and “conventional PBL”. “A structured set of engagements triggers” (SET) was used in Tutorless PBL. Students responded through pre and post-test questionnaires and ‘student’s unpaired t test’ compared their test scores. Fourteen item questionnaires with Likert scale evaluated students’ feedback about both methods.Results: The post test scores were more for students in “Tutor less group” than in “tutored group” (15.37 vs. 14.01). The difference was statistically significant (t=5.87, p<0.001). All (100%) students appreciated both methods for enhancing their knowledge about T2DM. “Tutor less PBL” was found to be more effective than “conventional PBL” in promoting self-learning and critical thinking abilities.Conclusions: Both methods were beneficial to students in terms of clarifying the topic, improving group interaction and yielding self-directed learning. Tutorless problem-based learning can be an effective option especially in resource (faculty) limited setting