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Imparting child nutritional assessment skills among medical students using hybrid problem-based learning approach in
Jitendra Kumar Meena1, Anjana Verma2, Medha Mathur2
1Assistant Professor, Preventive Oncology, National Cancer Institute (NCI) Jhajjar, AIIMS, New Delhi, India.
Insights
Hybrid problem-based learning significantly improved medical students' nutritional assessment skills in a rural Indian setting. This approach enhanced learning outcomes and satisfaction for both students and faculty.
Area of Science:
- Medical Education
- Pediatric Nutrition
- Public Health
Background:
- Malnutrition impacts a third of Indian children under five, necessitating strong nutritional assessment skills in primary care.
- Effective detection of malnutrition in children is crucial for timely intervention and improved health outcomes.
- Hybrid problem-based learning (HPBL) offers an adaptable strategy for teaching clinical skills in community settings.
Purpose of the Study:
- To evaluate the effectiveness of Hybrid Problem-Based Learning (HPBL) in enhancing nutritional assessment competency among medical students.
- To assess the impact of HPBL on students' knowledge, attitude, communication, and practice related to pediatric malnutrition.
- To gauge the satisfaction and perceived benefits of the HPBL approach among both students and faculty.
Main Methods:
- A quasi-experimental study involving third-year medical students in a rural setting over two months.
- Development of a training module by subject experts focusing on knowledge, attitude, communication, and practice domains.
- A three-week HPBL training program including pre-testing, case presentations, self-directed learning, role-play, and feedback sessions.
Main Results:
- Significant improvements were observed across all domains: knowledge (p=0.01), practice (p=0.01), and attitude/communication (p=0.01).
- The HPBL approach led to a notable increase in satisfactory responses regarding nutritional assessment competency.
- Faculty members favored the practical and engaging nature of HPBL, noting improved clarification of doubts.
Conclusions:
- HPBL is an effective teaching methodology for clinical skills such as nutritional assessment, applicable in both simulated and field settings.
- The novel HPBL approach was positively received by students and faculty, enhancing learning outcomes and satisfaction.
- Both students and faculty expressed encouragement to utilize the HPBL approach for teaching other clinical topics.
Background:
Malnutrition affects up to a third of children in India, with severe and acute malnutrition prevalent among under five children. Nutritional assessment skills for detecting malnutrition in children in primary care settings are vital. Hybrid problem-based learning (HPBL) is an innovative, collaborative, and adaptable instructional learning strategy that can be used to teach medical students clinical skills in a community setting.
Methods:
A two-month quasi-experimental study was undertaken in a rural setting with third-year medical students. Faculty members were sensitized and subject experts developed a training module addressing the knowledge, attitude, communication, and practice domains. The students underwent a 3-week training module where pre-testing, case presentation, and group formation in first week, an anchoring lecture, tutorial and self-directed learning and role-play by students in subsequent week, and in last week, case discussion, post-testing, and feedback rounds were done.
Results:
In all domains, knowledge (3.8, 0.01), practice (4.3, 0.01), attitude and communication (3.7, 0.01), and proportional satisfactory responses, the HPBL approach resulted in a significant improvement in nutritional assessment competency. Teachers preferred the practical and engaging character of the approach, stating that doubts and questions were better addressed and that they would use it to teach similar topics.
Conclusion:
HPBL is an excellent teaching method for clinical skills, like nutritional assessment in simulated/field settings. The novel teaching-learning approach was well received by students and faculty members. Learning outcomes and satisfaction rates enhanced in students and faculty were encouraged to apply the approach to other topics.
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