Journal of Education and Health Promotion

Abstract BACKGROUND: To prevent the rapid spread of infectious COVID‑19 in India, many steps have been
taken. Adherence to the control measures depends on the knowledge, attitude, and practices (KAPs)
toward COVID‑19 disease in health‑care professionals. The present study was conducted among
health‑care professionals in Jaipur. The objective was to evaluate the KAPs about COVID‑19 among
health‑care professionals.
MATERIALS AND METHODS: A total of 385 participants took part in the study. A self‑designed
questionnaire was filled by the participants online (Google Form). The knowledge of the participants
was assessed using 12 questions. Attitude and practices of the participants were assessed by two
questions for each.
RESULTS: Among the study completers, 52.20% were male, 71.42% of the participants were aged
above 30 years, and 59.22% were nurse. The knowledge score was approximately 90%. The majority
of the participants had a strong conviction that India can overcome this infectious disease in the near
future. Multiple regression analysis found that good knowledge score of COVID‑19 was associated
with lower negative attitudes and less risky practices (P ˂ 0.001).
CONCLUSION: Participants of the study were knowledgeable, held positive attitudes, and had
adequate practices for COVID‑19.

Abstract INTRODUCTION: Medical education is tricky to imbibe and difficult to apply. Various
teaching–learning  (TL) methods have been tried from time to time to enhance the proficiency of
students. The aim was to assess the students’ perception toward three different TL methods (pedagogy,
andragogy, and heutagogy) in medical education.
MATERIALS AND METHODS: A comparative experimentalquestionnaire‑based study was done
on population of second‑year MBBS students of SMS Medical College, Jaipur, in October 2019.
They were taught topic of anticancer drugs using pedagogy, andragogy, and heutagogy methods.
Then, their opinion regarding these methods was collected and evaluated. The reliability of the
questionnaire was ascertained by Cronbach’s alpha value which turned out to be 0.89. The data
collected were analyzed statistically using one‑way Analysis of Variance (ANOVA) and Principal
Component Analysis (PCA).
RESULTS: The results showed that all these methods differ significantly from each other as the
P < 0.05 considering 5% as level of significance. PCA revealed that andragogy and heutagogy were
found to be most effective in this study.
CONCLUSION: Competency‑based andragogy and capability‑based heutagogy are more effective
TL methods than didactic lecture‑based pedagogy for MBBS undergraduate students.