Evaluation of the Effectiveness and Perceived Benefits of Interventional Structured Infection Prevention and Control Training Module Introduced in the Undergraduate Medical Curricula.

Autor:	Sannathimmappa MB; Department of Microbiology, College of Medicine and Health Sciences, National University of Science and Technology, Sohar Campus, Sultanate of Oman., Nambiar V; Department of Microbiology, College of Medicine and Health Sciences, National University of Science and Technology, Sohar Campus, Sultanate of Oman., Aravindakshan R; Department of Community Medicine, All India Institute of Medical Sciences, Mangalagiri, Andhra Pradesh, India., Muthusami J; Department of Surgery & Assistant Dean, Clinical affairs, College of Medicine and Health Sciences, National University of Science and Technology, Sohar Campus, Sultanate of Oman., Jacob A; Department of Medicine, College of Medicine and Health Sciences, National University of Science and Technology, Rustaq Campus, Sultanate of Oman., Al Shafaee M; College of Medicine and Health Sciences, National University of Science and Technology, Sultanate of Oman.
Jazyk:	angličtina
Zdroj:	Journal of advances in medical education & professionalism [J Adv Med Educ Prof] 2023 Apr; Vol. 11 (2), pp. 120-129.
DOI:	10.30476/JAMP.2023.97218.1747
Abstrakt:	Introduction: Assessing and improving infection prevention and control (IPC) knowledge and practicing skills among medical students who are the future medical practitioners is crucial for reducing the burden of healthcare-associated infections (HAIs). In this study, we assessed the IPC knowledge of undergraduate clinical-year medical students before and after interventional IPC modular training and evaluated the effectiveness and students' perception on structured modular IPC training presented to them. Methods: This cross-sectional interventional study was conducted on single medical cohort comprising of 145 final-year undergraduate medical students of the academic year 2022-23 at COMHS. Pre-test, post-test, and feedback questionnaire were used as the assessing tools. The data were collected, entered into Excel sheet, and analyzed using SPSS software version 22. McNemar and Paired-T tests were carried out, and a p value<0.05 was considered significant. Feedback of the questionnaire was analyzed using 3 Point Likert Scale as agree, neutral, and disagree. Results: Overall, mean IPC knowledge scores after training (37.65±1.37) was significantly higher as compared to before training (25.13±4.51). Prior knowledge scores on certain aspects of IPC such as duration of hand washing, steps of hand washing, sequence of donning and doffing of PPE, use of N95 mask, and appropriate sharp and needle precautions, and biomedical waste management were varied from 13.6% to 65.6%. However, overall participants' knowledge (p value <0.001) on these aspects increased significantly after the training. The majority of the participants (>90%) perceived IPC training as an excellent tool to improve IPC knowledge and practicing skills. Conclusion: IPC training had a significant impact in gaining adequate IPC knowledge and practicing skills among our participants. Therefore, it is recommended that IPC training should be implemented in the undergraduate medical curriculum with greater emphasis on practicing skills. Competing Interests: None Declared. (Copyright: © Journal of Advances in Medical Education & Professionalism.)
Databáze:	MEDLINE
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