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Creation and evaluation of a participatory child abuse and neglect workshop for medical students.
Giannakas, Christos; Manta, Aspasia; Livanou, Maria Effrosyni; Daniil, Vasiliki; Paraskeva, Angeliki; Georgiadou, Maria-Konstantina; Griva, Nefeli; Papaevangelou, Vassiliki; Tsolia, Maria; Leventhal, John M; Soldatou, Alexandra.
Afiliação
  • Giannakas C; Medical School, National and Kapodistrian University of Athens, Athens, Greece.
  • Manta A; Medical School, National and Kapodistrian University of Athens, Athens, Greece.
  • Livanou ME; Medical School, National and Kapodistrian University of Athens, Athens, Greece.
  • Daniil V; Medical School, National and Kapodistrian University of Athens, Athens, Greece.
  • Paraskeva A; Medical School, National and Kapodistrian University of Athens, Athens, Greece.
  • Georgiadou MK; Medical School, National and Kapodistrian University of Athens, Athens, Greece.
  • Griva N; Medical School, National and Kapodistrian University of Athens, Athens, Greece.
  • Papaevangelou V; 3rd Department of Pediatrics, National and Kapodistrian University of Athens, Rimini 1, 124 62, Chaidari, Greece.
  • Tsolia M; 2nd Department of Pediatrics, National and Kapodistrian University of Athens, Thivon and Levadeias, Goudi 11527, Athens, Greece.
  • Leventhal JM; Department of Pediatrics, Yale School of Medicine, 333 Cedar St, CT, 06510, New Haven, USA.
  • Soldatou A; 2nd Department of Pediatrics, National and Kapodistrian University of Athens, Thivon and Levadeias, Goudi 11527, Athens, Greece. alex_soldatou@hotmail.com.
BMC Med Educ ; 22(1): 797, 2022 Nov 16.
Article em En | MEDLINE | ID: mdl-36384547
BACKGROUND: Since child abuse and neglect (CAN) is prevalent worldwide, medical students should acquire basic knowledge, skills, and confidence in identifying and addressing CAN. Although significant educational efforts have been previously described, none has focused on using participatory methods to teach medical students CAN. PURPOSE: To: 1) develop a participatory educational workshop in CAN for medical students, 2) gather, train, and establish a peer-to-peer teaching group, and 3) assess the effectiveness of the workshop in gain of knowledge and improvement of self-confidence for participants. METHODS: A two-hour workshop was created with role-playing, the use of mannikins and peer-to-peer teaching. A 15-item knowledge and a 9-item self-confidence questionnaire were used before, right after, and six months after each workshop. RESULTS: Nine workshops in two academic pediatric departments with a total attendance of 300 6th year medical students were conducted. For the 69 students who completed the questionnaires at all three times, there were statistically significant gains in knowledge right after (p < .001) and six months after (p < .0001) the workshops. Similarly, self-confidence increased right after (p < .0001) and six months after (p < .001) the workshops. Self-selection bias testing indicated that these 69 students who completed all three questionnaires were representative of those who completed the pre-testing and the testing right after. CONCLUSIONS: We successfully established a peer-to-peer teaching group to conduct nine participatory workshops that improved the participants' knowledge and self-confidence in CAN. This feasible and novel active learning approach may help address inadequacies in medical curricula.
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Texto completo: 1 Base de dados: MEDLINE Assunto principal: Estudantes de Medicina / Maus-Tratos Infantis / Educação de Graduação em Medicina Limite: Child / Humans Idioma: En Revista: BMC Med Educ Assunto da revista: EDUCACAO Ano de publicação: 2022 Tipo de documento: Article País de afiliação: Grécia

Texto completo: 1 Base de dados: MEDLINE Assunto principal: Estudantes de Medicina / Maus-Tratos Infantis / Educação de Graduação em Medicina Limite: Child / Humans Idioma: En Revista: BMC Med Educ Assunto da revista: EDUCACAO Ano de publicação: 2022 Tipo de documento: Article País de afiliação: Grécia