Educational interventions to improve knowledge and skills of interns towards prevention and control of hospital-associated infections

Context: We believe that there is significant educational deficit amongst interns regarding up-to-date formal knowledge and skills on healthcare-associated infections (HAIs) which might compromise patient safety. This urgently requires curriculum innovations to ensure their formal training on HAIs p...

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Bibliographic Details
Published in:International journal of applied and basic medical research 2015-08, Vol.5 (4), p.54-57
Main Authors: Dogra, Sandeep, Mahajan, Ruchita, Jad, Beena, Mahajan, Bella
Format: Article
Language:English
Subjects:
Attitudes
Catheters
Compliance
Conflicts of interest
Control
Cross infection
Education
Educational aspects
Ethics
Hospitalization
Hospitals
Hygiene
Infection control
Infections
Internships
Intervention (Psychology)
Likert scale
Medical interns
Mortality
Original
Patients
Prevention
Questionnaires
Workloads
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Summary:Context: We believe that there is significant educational deficit amongst interns regarding up-to-date formal knowledge and skills on healthcare-associated infections (HAIs) which might compromise patient safety. This urgently requires curriculum innovations to ensure their formal training on HAIs prevention and control. Aim : Education of interns to improve their knowledge and skills toward HAIs prevention and control. Subjects and Methods: This pilot study was conducted in interns using a multimodal approach consisting of a combination of videos, PowerPoint presentation, and hands-on demonstration to provide applied and practical teaching on prevention and control of HAIs. Pre- and post-test assessment of knowledge, attitude, and skills was carried out by multiple choice questions, 5-point Likert scale, and Objective Structured Practical Examination respectively. Statistical Analysis Used: Paired t-test Results: A statistically significant improvement in the overall score rates between pre- and post-test of intern′s was seen, suggesting that educational programs have a positive effect. Intern′s felt benefitted from interventions focused on HAIs prevention and control and hoped that such sessions are integrated in the regular undergraduate curriculum. A majority of the students felt that their learning style assessment matched well with their own perception of learning preference. Conclusions: Assessment drives learning; hence strengthening the contribution of health-care workers to HAIs prevention programs should include measures that enhance knowledge, improve skills and develop appropriate attitudes, resulting in safety and quality of patient care.
ISSN:2229-516X
2248-9606
DOI:10.4103/2229-516X.162279