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Step By Step: Microsurgical training method combining two nonliving animal models
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Task-based training to prevent surgical site infection: A formative evaluation.

Muhammad Nasir Ayub Khan1,2, Daniëlle M L Verstegen2, Sameen Islam3

  • 1Department of Health Professions Education, Shifa International Hospital and Shifa Tameer-e-Millat University, Islamabad, Pakistan.

Infection Prevention in Practice
|September 2, 2022
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Summary

This study developed an infection prevention training program for healthcare professionals in low-middle income countries, showing positive participant attitudes and bridging the knowledge-practice gap in surgical site infection prevention.

Keywords:
Interprofessional trainingPrevention of surgical site infectionTask-based learning

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Area of Science:

  • Healthcare Education
  • Infection Prevention and Control
  • Global Health

Background:

  • Surgical site infections (SSIs) are a significant problem in low-middle income countries (LMICs) due to a lack of evidence-based training.
  • This study addresses the need for effective infection prevention training tailored for healthcare professionals in operating rooms within LMICs.

Purpose of the Study:

  • To design and implement an infection prevention training program for operating room staff in an LMIC.
  • To conduct a formative evaluation of the training program, assessing participant and facilitator experiences and perceptions.

Main Methods:

  • A mixed-methods approach using design-based research was employed.
  • The four-session training incorporated interprofessional, task-based learning with videos, role-plays, and peer reflection.
  • Evaluation involved questionnaires, focus-group interviews, participant reflections, and facilitator interviews.

Main Results:

  • Participants reported positive attitudes towards the training and valued peer-to-peer learning opportunities.
  • Trainees found video presentations particularly effective for revising concepts and illustrating practical infection prevention techniques.
  • The training demonstrated a positive impact on bridging the gap between theoretical knowledge and practical application.

Conclusions:

  • The developed training program shows promise in improving infection prevention practices in LMICs.
  • Further enhancements, such as direct observation of skills and peer feedback, could strengthen the transfer of knowledge into practice.