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Title: Effect of Role-Modeling (Modelling) Clinical Skills and Professional Behavior on the Learning of Medical Students as Measured through Pre and Post-test Assessment
Authors: Fuad Ahmad Khan Niazi, Tanwir Khaliq
Journal: Pakistan Armed Forces Medical Journal (PAFMJ)
Publisher: Army Medical College, Rawalpindi.
Country: Pakistan
Year: 2022
Volume: 72
Issue: 5
Language: English
DOI: 10.51253/pafmj.v72i5.5292
Keywords: ModellingMedical StudentsInstructional strategiesPre-testPost-test role-modelling
Objectives: To examine the effect of role-modelling (modelling) clinical skills and professional behaviour on the learning of fourth-year medical students through pre and post-test.
Study Design: Quasi-experimental study.
Place and Duration of Study: Ophthalmology Department, Rawalpindi Medical University, Pakistan, from Jan to Feb 2019.
Methodology: Two Groups were formed, the Study and Control-Group, with 30 students from 4th-year MBBS. The Study- Group was exposed to role-modelling intervention accompanied by the verbal narration of steps after being given a pre-test and retested with a post-test after two weeks. The Control-Group was also given pre and post-tests with a verbal description of steps without modelling the drill. Each test was observed by three different observers.
Results: Total mean score given by observers in the Study- Group was 71.53±12.38 in the pre-test, which was statistically significantly improved to 92.07±13.12 in the post-test (p-value 0.0001), an improvement of 28.71% after modelling intervention. All observers in the Control-Group gave a total mean score was 74.93±12.90 in the pre-test and 74.53±12.83 in the post-test (p-value 0.634). After applying ANOVA on inter-observer difference, there was no statistically significant difference in the mean score given by observers (p>0.05).
Conclusion: Role-modelling or modelling as a means of demonstrating clinical skills and behaviour is effective teaching or instructional strategy measured through pre and post-test.
To examine the effect of role-modelling (modelling) clinical skills and professional behaviour on the learning of fourth-year medical students through pre and post-test assessment.
Quasi-experimental study involving two groups (Study and Control) of 30 fourth-year MBBS students each. The Study Group received role-modelling intervention with verbal narration of steps, while the Control Group received only a verbal description of steps. Both groups were administered pre-tests and post-tests two weeks apart. Observers used a checklist to score student performance. Data was analyzed using paired t-tests and ANOVA for inter-observer reliability.
graph TD;
A["Form Study and Control Groups 30 students each"] --> B["Administer Pre-test"];
B --> C["Study Group: Role-modelling + Verbal Narration"];
B --> D["Control Group: Verbal Description Only"];
C --> E["Administer Post-test after 2 weeks"];
D --> E;
E --> F["Observer Scoring using Checklist"];
F --> G["Data Analysis Paired t-test, ANOVA"];
G --> H["Conclusion"];
Role-modelling, when combined with verbal narration, is an effective instructional strategy for teaching clinical skills and professional behaviour to medical students. The study's findings support the benefit of role-modelling over traditional teaching methods, particularly for novice learners. The use of pre and post-tests provided a quantitative measure of the intervention's impact.
The Study Group showed a statistically significant improvement in their post-test scores (mean 92.07±13.12) compared to their pre-test scores (mean 71.53±12.38), an improvement of 28.71% (p-value 0.0001). The Control Group showed no significant difference between their pre-test (mean 74.93±12.90) and post-test (mean 74.53±12.83) scores (p-value 0.634). Inter-observer reliability was found to be statistically insignificant in both groups.
Role-modelling is an effective teaching strategy for demonstrating clinical skills and professional behaviour in medical students, as evidenced by pre and post-test assessments. Conscious adoption of this technique can enhance student learning and interaction.
1. The study was conducted at the Ophthalmology Department, Rawalpindi Medical University, Pakistan, from January to February 2019.
2. The Study Group showed a 28.71% improvement in scores after the modelling intervention.
3. The p-value for the improvement in the Study Group's post-test scores was 0.0001, indicating statistical significance.
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