Natl Med J India
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Case Reports Randomized Controlled Trial
Pilot testing of mobile app-based blended learning on selected skills of cardiopulmonary resuscitation among nursing students.
Background Cardiopulmonary resuscitation (CPR) is a skill-oriented training programme required to be practised and updated periodically by every healthcare provider. Methods In an open-label randomized controlled trial, 81 fourth-year BSc Nursing students were randomized to experimental (n=41) and control (n=40) groups using a computer-generated table. The learning resource material was shared through a mobile-app with the experimental group (EG) and the control group (CG) received the internet link for retrieving the learning resource material, 4 days before a 1-day training programme. ⋯ CG, knowledge 17.78 [1.49] v. 17.70 [1.51], p=0.82; skill 29.85 [2.44] v. 30.08 [2.79], p=0.60). The post-intervention confidence in performing the skills (20.22 [2.76] v. 19.41 [3.63], p=0.331) and satisfaction with the method of dissemination of educational resource material (29.85 [2.4] v. 30.08 [2.79], p=0.73) were also comparable in both the groups. Conclusion Both mobile app-based and internet link-based learning resource material along with hands-on sessions were effective in bringing comparable improvement in knowledge, skills, self-confidence and satisfaction of students in performing the selected skills of cardiopulmonary resuscitation.
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Retinitis pigmentosa (RP) is the most common inherited cause of blindness in the developed world, characterized by night blindness, reduced central vision and constricted visual field; however, unilateral RP is extremely rare. Macular complications such as cystoid macular oedema (CME), macular holes and vitreoretinal interface alterations, such as epiretinal membranes, have been reported in advanced stages. We describe a patient with unilateral RP presenting with CME, a rare occurrence.
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Background At Sri Balaji Vidyapeeth, a competency-based learning and training (CoBaLT©) model for postgraduate (PG) curriculum, within the regulatory norms, was implemented in 2016 after adequate faculty development programmes. This focused on well-defined outcomes. Methods A review of the outcomes was undertaken in 2018 as part of internal quality assurance receiving feedback from all stakeholders, viz. students, alumni and faculty. ⋯ The modification was found more transparent and objective with reference to grading by the teachers and more conducive to reflections by the residents on their performance and how to improve it. Conclusions The use of descriptive rubrics along with EPAs brings transparency and plays a key role as an objective assessment tool, which can lend direction to individual resident learning and entrustability. This is an important component of outcome-based education.
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Background Sexual complications of people with diabetes mellitus (DM) are often neglected by the patients as well as clinicians. The neglect is more in women due to the associated stigma and taboo. Indian studies are scanty, varied and inconsistent, regarding the impact of DM on sexual functioning in women. ⋯ The pattern of sexual dysfunction was seen across the domains of desire, arousal, lubrication and orgasm. High body mass index, higher age, duration of DM, treatment with insulin and complications of DM predicted a greater degree of sexual dysfunction among women. Conclusion Sexual dysfunction is common in women with DM, irrespective of the type of DM and coexisting psychological factors such as depression and anxiety.
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Incorporating ABC in physiology education: Active learning, blended learning and curricular changes.
Physiology is of central importance in medicine. Teaching the complex physiological frameworks to the current generation of students with the implementation of competency-based medical education (CBME) has become a challenging task. Development of digital technology in educational field during Covid-19 pandemic has made medical educators modify their teaching learning strategies from traditional to blended mode. ⋯ Further, we discuss the nuances that help to adapt the various curriculum changes brought about by the implementation of CBME. Teaching physiology is an ever-challenging task. With an appropriate mindset, medical educators can turn these challenges into opportunities and make teaching learning a better experience.