Creation and evaluation of a participatory child abuse and neglect workshop for medical students

Since child abuse and neglect (CAN) is prevalent worldwide, medical students should acquire basic knowledge, skills, and confidence in identifying and addressing CAN. Although significant educational efforts have been previously described, none has focused on using participatory methods to teach med...

Full description

Saved in:

Bibliographic Details
Published in:	BMC medical education Vol. 22; no. 1; p. 797
Main Authors:	Giannakas, Christos, Manta, Aspasia, Livanou, Maria Effrosyni, Daniil, Vasiliki, Paraskeva, Angeliki, Georgiadou, Maria-Konstantina, Griva, Nefeli, Papaevangelou, Vassiliki, Tsolia, Maria, Leventhal, John M, Soldatou, Alexandra
Format:	Journal Article
Language:	English
Published:	England BioMed Central Ltd 16-11-2022 BioMed Central BMC
Subjects:	Active learning Adult Basic Education Adult Students Child Child abuse Child abuse & neglect Child Abuse - prevention & control Child maltreatment Child Neglect Curricula Curriculum Didacticism Education, Medical, Undergraduate - methods Educational Measurement Health aspects Humans Knowledge Laboratories Medical curriculum Medical education Medical students Methods Participation Pediatrics Peer tutoring Peer-group tutoring of students Peer-to-peer teaching Questionnaires Role-playing Self evaluation Simulation Statistical analysis Students, Medical Study and teaching Teaching Teaching Methods Volunteers Workshops Greece Medical curriculum Medical education Role-playing Peer-to-peer teaching Active learning Child maltreatment
Online Access:	Get full text
Tags:	Add Tag No Tags, Be the first to tag this record!

Description
Summary:	Since child abuse and neglect (CAN) is prevalent worldwide, medical students should acquire basic knowledge, skills, and confidence in identifying and addressing CAN. Although significant educational efforts have been previously described, none has focused on using participatory methods to teach medical students CAN. To: 1) develop a participatory educational workshop in CAN for medical students, 2) gather, train, and establish a peer-to-peer teaching group, and 3) assess the effectiveness of the workshop in gain of knowledge and improvement of self-confidence for participants. A two-hour workshop was created with role-playing, the use of mannikins and peer-to-peer teaching. A 15-item knowledge and a 9-item self-confidence questionnaire were used before, right after, and six months after each workshop. Nine workshops in two academic pediatric departments with a total attendance of 300 6th year medical students were conducted. For the 69 students who completed the questionnaires at all three times, there were statistically significant gains in knowledge right after (p < .001) and six months after (p < .0001) the workshops. Similarly, self-confidence increased right after (p < .0001) and six months after (p < .001) the workshops. Self-selection bias testing indicated that these 69 students who completed all three questionnaires were representative of those who completed the pre-testing and the testing right after. We successfully established a peer-to-peer teaching group to conduct nine participatory workshops that improved the participants' knowledge and self-confidence in CAN. This feasible and novel active learning approach may help address inadequacies in medical curricula.
Bibliography:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23
ISSN:	1472-6920 1472-6920
DOI:	10.1186/s12909-022-03837-2