@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;7(6):381-389
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;7(6):381-389
Effect of Community Oriented Teaching on Teaching Satisfaction and Environmental Health Knowledge
ARTICLE INFO
Article Type
Original ResearchAuthors
Madarshahiyan F. (* )Hassanabadi M. (1 )
Khazaei S. (2 )
(* ) Medical-Surgical Department, Nursing & Midwifery Faculty, Birjand University of Medical Sciences, Birjand, Iran
(1 ) Public & Community Health Department, Nursing & Midwifery Faculty, Birjand University of Medical Sciences, Birjand, Iran
(2 ) Neonatal Health Department, Ministry of Health, Tehran, Iran
Correspondence
Address: Nursing & Midwifery Faculty, Birjand University of Medical Sciences, Qaffari Street, Birjand, Iran. Postal Code: 9717853577Phone: +98 5634443041
Fax: +985632440550
f_madarshahian@yahoo.com
Article History
Received: September 23, 2014Accepted: October 23, 2014
ePublished: February 4, 2015
ABSTRACT
Aims
Community-oriented teaching may increase Medical students’ skills in the prevention
and control of diseases, while traditional teaching can reduce occupational skills. This study
aimed to investigate the effect of community-oriented education on satisfaction of teaching
and understanding of environmental health in the students.
Materials & Methods In this quasi-experimental study fifth semester nursing students at Birjand University of Medical Sciences were selected using census method in 2012. Samples were divided into two groups of 36 persons including control and experimental group for teaching environmental health as community-oriented and group discussion. These people as community health teaching and group discussions were divided into two groups of 36 patients each test. The intervention consisted of teaching health problems, research and prevention of hepatitis, HIV/AIDS and brucellosis in the high risk occupations. Data was analyzed by SPSS 16, Chi-square, independent-T and paired-T tests.
Findings After intervention, the mean score of satisfaction of teaching (p<0.002), unserstanding of environmental health (p<0.045) and environmental causes of brucellosis/Hepatitis/AIDS (p<0.032) in experimental group was higher than control group.
Conclusion Community-oriented teaching of environmental health and designing and implementation of diseases prevention in poromotion of satisfaction and knowledge of students is effective.
Materials & Methods In this quasi-experimental study fifth semester nursing students at Birjand University of Medical Sciences were selected using census method in 2012. Samples were divided into two groups of 36 persons including control and experimental group for teaching environmental health as community-oriented and group discussion. These people as community health teaching and group discussions were divided into two groups of 36 patients each test. The intervention consisted of teaching health problems, research and prevention of hepatitis, HIV/AIDS and brucellosis in the high risk occupations. Data was analyzed by SPSS 16, Chi-square, independent-T and paired-T tests.
Findings After intervention, the mean score of satisfaction of teaching (p<0.002), unserstanding of environmental health (p<0.045) and environmental causes of brucellosis/Hepatitis/AIDS (p<0.032) in experimental group was higher than control group.
Conclusion Community-oriented teaching of environmental health and designing and implementation of diseases prevention in poromotion of satisfaction and knowledge of students is effective.
CITATION LINKS
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[17]Sofian M, Aghakhani A, Velayati AA, Banifazl M, Eslamifar A, Ramezani A. Risk factors for human brucellosis in Iran: a case-control study. Int J Infect Dis. 2008;12(2):157-61.
[18]Ascencio T. Development of a community-oriented parasitological survey as a teaching strategy for medical students. J Microbiol Biol Educ. 2012;13(1):78-9.
[19]Van Dongen CJ. Environmental health and nursing practice: A survey of registered nurses. Appl Nurs Res. 2002;15(2):67-73.
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[23]Nigenda G, Magaña-Valladares L, Cooper K, Ruiz-Larios JA. Recent developments in public health nursing in the Americas. Int J Environ Res Public Health. 2010;7(3):729-50.
[24]Dent MM, Mathis MW, Outland M, Thomas M, Industrious D. Chronic disease management: teaching medical students to incorporate community. Fam Med. 2010 ;42(10):736-40.
[25]Aziz A, Kazi A, Jahangeer A, Fatmi Z. Knowledge and skills in community oriented medical education (COME) self-ratings of medical undergraduates in Karachi. J Pak Med Assoc. 2006;56(7):313-7.
[26]Peters TJ. Pathology: is it well taught? Teaching clinical biochemistry and molecular medicine. J R Soc Med. 1991;84(6):335-6.
[27]Klegeris A, Hurren H. Impact of problem-based learning in a large classroom setting: student perception and problem-solving skills. Adv Physiol Educ. 2011;35(4):408-15.
[28]Sisk RJ. Team-based learning: systematic research review. J Nurs Educ. 2011;50(12): 665-9.
[29]Gwele NS, McInerney PA, van Rhyn L, Uys LR, Tanga T. Selected outcomes of community-oriented, problem-based nursing programmes in South Africa. Curationis. 2003;26(3):21-31.
[30]Badeau KA. Problem-based learning: An educational method for nurses in clinical practice. J nurses Staff Dev. 2010;26(6):244-9.
[31]Crawford TR. Using problem-based learning in web-based components of nurse education.Nurse Educ Pract. 2011;11(2):124-30.
[32]Lee CY, White B, Hong YM. Comparison of the clinical practice satisfaction of nursing students in Korea and the USA. Nurs Health Sci. 2009;11(1):10-6.
[33]Khan BA, Ali F, Vazir N, Barolia R, Rehan S. Students' perceptions of clinical teaching and learning strategies: A Pakistani perspective. Nurse Educ Today. 2012;32(1):85-90.
[34]Yang K, Woomer GR, Matthews JT. Collaborative learning among undergraduate students in community health nursing. Nurse Educ Pract. 2012;12(2):72-6.
[35]Hjälmhult E. Learning strategies of public health nursing students: conquering operational space. J Clin Nurs. 2009;18(22):3136-45.
[2]Sheu LC, Toy BC, Kwahk E, Yu A, Adler J, Lai CJ. A model for interprofessional health disparities education: student-led curriculum on chronic hepatitis B infection. J Gen Intern Med. 2010;25 Suppl 2:S140-5.
[3]Okasha A. Settings for learning: The community beyond. Med Educ.1995;29 Suppl 1:112-5.
[4]Dashash M.Community-oriented medical education: bringing perspectives to curriculum planners in Damascus University. Educ Health (Abingdon). 2013;26(2):130-2.
[5]Devkota MD, Adhikari RK, Shrestha B, Thakur AK. Community oriented medical education (COME): experiences at the institute of medicine. J Nepal Med Assoc. 2003;42:74-8.
[6]Cashman SB, Seifer SD. Service Learning-an integral part of undergraduate public health. Am J Prev Med. 2008;35(3):273-8.
[7]Wee LE, Yeo WX, Tay CM, Lee JJ, Koh GC. The pedagogical value of a student-run community-based experiential learning project: The Yong Loo Lin School of Medicine Public Health Screening. Ann Acad Med Singapore. 2010;39(9):686-6.
[8]Hamad B. Community-oriented medical education: what is it? Med Educ. 1991;25(1):16-22.
[9]Ali A. Community-oriented medical education and clinical training: comparison by medical students in hospitals. J Coll Physicians Surg Pak. 2012;22(10):622-6.
[10]Khan I, Fareed A. Perceptions of students and faculty about conventional learning and community-oriented medical education. J Coll Physicians Surg Pak. 2003;13(2):82-5.
[11]Ní Chróinín D, Kyne L, Duggan J, Last J, Molphy A, O'Shea D, et al. Medicine in the community: a unique partnership. Clin Teach. 2012;9(3):158-63.
[12]Ocek ZA, Ciceklioğlu M, Gursoy ST, Aksu F, Soyer MT, Hassoy H, et al. Public health education in Ege University Medical Faculty: developing a community-oriented model. Med Teach. 2008;30(9-10):e180-8.
[13]Wallace AG. Educating tomorrow's doctors: The thing that really matters is that we care. Acad Med. 1997;72(4):253-8.
[14]Khaliq AA, Smego RA. Barber shaving and blood-borne disease transmission in developing countries. S Afr Med J. 2005;95(2):94,96.
[15]Jokhio AH, Bhatti TA, Memon S. Knowledge, attitudes and practices of barbers about hepatitis B and C transmission in Hyderabad, Pakistan. East Mediterr Health J.2010;16(10):1079-84.
[16]Al-Rabeei NA, Al-Thaifani AA, Dallak AM. Knowledge, attitudes and practices of barbers regarding hepatitis B and C viral infection in Sana'a city, Yemen. J Community Health. 2012;37(5):935-9.
[17]Sofian M, Aghakhani A, Velayati AA, Banifazl M, Eslamifar A, Ramezani A. Risk factors for human brucellosis in Iran: a case-control study. Int J Infect Dis. 2008;12(2):157-61.
[18]Ascencio T. Development of a community-oriented parasitological survey as a teaching strategy for medical students. J Microbiol Biol Educ. 2012;13(1):78-9.
[19]Van Dongen CJ. Environmental health and nursing practice: A survey of registered nurses. Appl Nurs Res. 2002;15(2):67-73.
[20]Zahner SJ, Gredig QN. Improving public health nursing education: recommendations of local public health nurses. Public Health Nurs. 2005;22(5):445-50.
[21]Hewitt JB, Candek PR, Engel JM. Challenges and successes of infusing environmental health content in a nursing program. Public Health Nurs. 2006;23(5):453-64.
[22]Butterfield PG. Upstream reflections on environmental health: an abbreviated history and framework for action. ANS Adv Nurs Sci. 2002;25(1):32-49.
[23]Nigenda G, Magaña-Valladares L, Cooper K, Ruiz-Larios JA. Recent developments in public health nursing in the Americas. Int J Environ Res Public Health. 2010;7(3):729-50.
[24]Dent MM, Mathis MW, Outland M, Thomas M, Industrious D. Chronic disease management: teaching medical students to incorporate community. Fam Med. 2010 ;42(10):736-40.
[25]Aziz A, Kazi A, Jahangeer A, Fatmi Z. Knowledge and skills in community oriented medical education (COME) self-ratings of medical undergraduates in Karachi. J Pak Med Assoc. 2006;56(7):313-7.
[26]Peters TJ. Pathology: is it well taught? Teaching clinical biochemistry and molecular medicine. J R Soc Med. 1991;84(6):335-6.
[27]Klegeris A, Hurren H. Impact of problem-based learning in a large classroom setting: student perception and problem-solving skills. Adv Physiol Educ. 2011;35(4):408-15.
[28]Sisk RJ. Team-based learning: systematic research review. J Nurs Educ. 2011;50(12): 665-9.
[29]Gwele NS, McInerney PA, van Rhyn L, Uys LR, Tanga T. Selected outcomes of community-oriented, problem-based nursing programmes in South Africa. Curationis. 2003;26(3):21-31.
[30]Badeau KA. Problem-based learning: An educational method for nurses in clinical practice. J nurses Staff Dev. 2010;26(6):244-9.
[31]Crawford TR. Using problem-based learning in web-based components of nurse education.Nurse Educ Pract. 2011;11(2):124-30.
[32]Lee CY, White B, Hong YM. Comparison of the clinical practice satisfaction of nursing students in Korea and the USA. Nurs Health Sci. 2009;11(1):10-6.
[33]Khan BA, Ali F, Vazir N, Barolia R, Rehan S. Students' perceptions of clinical teaching and learning strategies: A Pakistani perspective. Nurse Educ Today. 2012;32(1):85-90.
[34]Yang K, Woomer GR, Matthews JT. Collaborative learning among undergraduate students in community health nursing. Nurse Educ Pract. 2012;12(2):72-6.
[35]Hjälmhult E. Learning strategies of public health nursing students: conquering operational space. J Clin Nurs. 2009;18(22):3136-45.