. Narjes Sargolzaie; . Samaneh Sargazi; . Ghazaleh Lotfi
Volume 9, Issue 7 , July 2019, , Pages 1-4
Abstract
CONTEXT: Rabies is a viral zoonotic infection of the central nervous system. Annually morethan 59,000 people die of rabies worldwide; human rabies can be prevented by using properpostexposure ...
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CONTEXT: Rabies is a viral zoonotic infection of the central nervous system. Annually morethan 59,000 people die of rabies worldwide; human rabies can be prevented by using properpostexposure prophylaxis. A major component of successful rabies surveillance is well‑educatedmedical professional.AIMS: The aim of this study is evaluate the effect of concept mapping as an active teaching methodon medical students’ knowledge about rabies prophylaxis.SUBJECTS AND METHODS: It was a pre‑ and post interventional study carried out on 80 medicalinterns. Our intervention included Group 1 – trained by concept maps – and Group 2: – trained bybook reading. Data gathering tool was the researcher‑made questionnaire that consisted of sevenopen‑ended questions that assessed the interns’ knowledge about animal bite surveillance.STATISTICAL ANALYSIS USED: Students’ scores of pre‑ and posttests have been analyzed withpaired t‑test and independent t‑test.RESULTS: Comparing the pre‑ and posttest scores of students in two groups by paired t‑test showedthat interventions have been effective in both the groups; posttest scores of both groups had increasedsignificantly (P < 0.001). Score mean difference in concept map group was significantly higher thanbook reading group based on independent t‑test (P = 0.001).CONCLUSIONS: It seems that concept mapping as a visual training tool for transferring the conceptsto medical students is more appropriate than the other traditional ones like book reading, but moreresearch is needed to be sure that active methods are better than traditional ones.
