Document Type : Original Article
Authors
1 Department of Pediatrics, All India Institute of Medical Sciences (AIIMS), New Delhi, India & Former Department of Pediatrics, All India Institute of Medical Sciences (AIIMS), Mangalagiri, India
2 Department of Community and Family Medicine, All India Institute of Medical Sciences (AIIMS), Mangalagiri, Andhra Pradesh, India
Abstract
BACKGROUND: COVID‑19 (Coronavirus disease‑19) is an ongoing pandemic. COVID vaccine
administration in adults has provided some degree of protection from infection but children are still
susceptible So, we have to be prepared to handle COVID‑19 infection in children by training our
healthcare workers by updating both their knowledge and skills. We developed a training module to
train our healthcare workers in all domains of learning and also planned related assessment methods
to know the effectiveness of the module.
MATERIALS AND METHODS: This was a quasi‑experimental study with pre‑ and post‑intervention
conducted at a tertiary‑level teaching medical college in southern India from July to September 2021.
The training module was developed as per the “ADDIE” model of the development process module.
It was further validated by five experts before implementation. In addition to the quasi‑experimental
method of evaluation like pre‑ and post‑test, Observed Skill clinical examination (OSCE) had been
also used as an assessment tool at the completion of training. A total of 92 participants have been
trained as per this module in our tertiary‑level care hospital. The association between continuous
and categorical variables was assessed using an independent t‑test and ANOVA, and paired t‑test
was used for comparing the difference between pre‑ and post‑test scores.
RESULTS: Pre‑test scores had no association with years of experience (P = 0.803) and previous
training status of participants (P = 0.350). The mean difference of pre‑ and post‑test scores was 3.8
and it was statistically significant (P value < 0.001) A weak positive correlation between pre‑ and
post‑test was present by the Spearmen correlation test (r = 0.337). The correlation between post‑test
score and OSCE score does not have a significant correlation.
CONCLUSION: Structured training module was effective in training the participants. Multimode
assessment method (Pre‑test, Post‑test, and OSCE) is an important step to evaluate any training
program as compared to only the pre‑ and post‑test methods of evaluation.
Keywords
from COVID‑19 cases in India. Available from: https://ncdc.gov.
in/dashboard.php. [Last accessed on 2021 May 24].
2. Kazzaz YM, Alkhalaf H, Alharbi M, Al Shaalan M, Almuneef M,
Alshehri A, et al. Hospital preparedness and management of
pediatric population during COVID‑19 outbreak. Ann Thorac
Med 2020;15:107–17.
3. Patel SR, Margolies PJ, Covell NH, Lipscomb C, Dixon LB. Using
instructional design, analyze, design, develop, implement, and
evaluate, to develop e‑Learning modules to disseminate supported
employment for community behavioral health treatment programs
in New York State. Front Public Health 2018;6:113.
4. Hsu TC, Lee HJ, Turton MA, Cheng SF. Using the ADDIE model
to develop online continuing education courses on caring for
nurses in Taiwan. J Contin Educ Nurs 2014;45:124‑31.
5. Lu SC, Cheng YC, Chan PT. Using ADDIE model to develop a
nursing information system training program for new graduate
nurse. Stud Health Technol Inform 2016;225:969‑70.
6. Getu A. Experience and Challenges of Objective Structured
Clinical Examination (OSCE): Perspective of students and
examiners in a Clinical Department of Ethiopian University.
Ethiop J Health Sci 2020;30:417‑26.
7. Ho CR, Lin CM, Chung UL A. Short commentary about benefits
and drawbacks of OSCEs in the nursing education. J Nurs Care
2016;5:315.
8. Babar S, Afzal A. The “new‑normal” OSCE examination:
Executing in the COVID‑19 era. Pak J Med Sci 2021;37:2026‑8.
9. Goniewicz K, Goniewicz M. Disaster preparedness and
professional competence among healthcare providers: Pilot study
results. Sustainability 2020;12:4931.
10. Li H, Sun Y, Barwise A, Cui W, Dong Y, Tekin A, et al. A novel
multimodal needs assessment to inform the longitudinal
education program for an international interprofessional critical
care team. BMC Med Educ 2022;22:540.
11. Khan A, Ayub M, Shah Z. An audit of the medical students’
perceptions regarding objective structured clinical examination.
Educ Res Int 2016;1:1‑4.
12. EmadzadehA, RavanshadY, MakaremA, AzarfarA, RavanshadS,
Aval SB, et al. Challenges of OSCE national board exam in Iran
from participants’ perspective. Electron Physician 2017;9:4195‑201.
13. ObizobaC. Mitigating the challenges of objective structured clinical
examination (OSCE) in nursing education: A phenimenological
research study. Nurse Educ Today 2018; 68:71‑4.
14. Ghosh K. Violence against doctors: A wake‑up call. Indian J Med
Res 2018;148:130‑3.
15. Blythe J, Patel NSA, Spiring W., Easton G., Evans D, Sadler EM,
et al. Undertaking a high stakes virtual OSCE (“VOSCE”)
during Covid‑19. BMC Med Educ 2021;21:221. doi: 10.1186/
s12909‑021‑02660‑5.
16. Attenborough P, Towns J, Fazalbhoy A, Fitzgerald K. Clinical
assessment during a global pandemic‑Transitioning to a COVID
safe hybrid OSCE. Int J Osteopath Med 2021;42:1‑4.
)