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ORIGINAL ARTICLE
Year : 2016  |  Volume : 19  |  Issue : 2  |  Page : 118-123

Evaluation of retention of knowledge and skills imparted to third semester MBBS students through basic prehospital care of fracture


1 Department of Community Medicine, Indira Gandhi Institute of Medical Sciences (IGIMS), Patna, Bihar, India
2 Department of Community Medicine, Mahatma Gandhi Medical College and Research Institute, Puducherry, India
3 Department of Community Medicine and Family Medicine, All India Institute of Medical Sciences, Jodhpur, Rajasthan, India
4 Department of Community Nursing, College of Nursing, Jawaharlal Institute of Postgraduate Medical Education and Research, Puducherry, India
5 Department of Community Medicine, Mata Gujri Medical College and LSK Hospital, Kishanganj, Bihar, India

Correspondence Address:
Ranabir Pal
Department of Community Medicine and Family Medicine, All India Institute of Medical Sciences, Jodhpur - 342 005, Rajasthan
India
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DOI: 10.4103/1119-0388.185434

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Background: The basics of prehospital care of fracture is essential to the practice of medicine. Objectives: The study was intended to increases the knowledge in the applied aspects of basic prehospital care of fracture and evaluate the posttraining effectiveness of medical students. Materials and Methods: The World Health Organization (WHO) promoted "Injury Prevention and Control--A Handbook for Undergraduate Medical Curriculum" that was used to develop two teaching-learning modules. With the help of "Learning Resources Evaluation Guidelines," resource contents were designed and arranged to develop a teaching-learning module for two groups of third semester Bachelor of Medicine, Bachelor of Surgery (MBBS) students that was focused, compact, and completed within the stipulated time frame. The structured questions were used for evaluation of the cognitive domain while evaluation of the psychomotor and affective domains was done by "do it yourself" simulation exercises on mannequins. Results: For basic knowledge, the differences between pretest and posttest in both groups were statistically significant: the correlation between pretest and posttest was not significant in group 1 but was significant in group 2. For skill, the differences between pretest and posttest in both groups were statistically significant; the correlation between pretest and posttest was not significant in group 1, whereas it was significant in group 2. The second group learnt more at all levels. Conclusions: The study findings evidently pointed out that for optimum learning of all domains in order to bring about a change in the desired direction, there is need for training with a well-structured program to understand practical procedures in near-real life exposure.


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