A Cross-Sectional Study on the Knowledge, Attitudes, and Practices of Medical Students Towards the Use of Plaster of Paris

IF 2.1 4区医学 Q3 HEALTH CARE SCIENCES & SERVICES

Journal of evaluation in clinical practice Pub Date : 2025-06-10 DOI:10.1111/jep.70095

Vidmi Taolam Martin, Bin Yu

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引用次数: 0

Abstract

Rationale

Plaster of Paris (POP) serves as a fundamental orthopedic material for fracture immobilization and facilitating the healing process. For medical students, mastering anatomical principles and evidence-based practices is paramount, as these competencies significantly enhance patient outcomes. Proper application of POP not only ensures patient comfort but also minimizes the need for repeated casting or surgical interventions to maintain limb immobilization.

Aims and Objectives

This study compares the knowledge, attitudes, and practices (KAPs) of three groups of medical students regarding the use of POP to evaluate how structured internship impacts their clinical decision-making and patient outcomes.

Methods

A structured questionnaire was administered to senior students of the bachelor's degree (4Y-MS and 5Y-MS) and early master's degree students (1Y-MMed) for comparative analysis.

Results

There were notable differences among the three groups (4Y-MS, 5Y-MS and 1Y-MMed) in terms of gender, age, preferred specialty during clinical rotation, and specialty of choice (p = 0.004, p < 0.0001, p = 0.009, and p = 0.504, respectively). The 5Y-MS and 1Y-MMed groups reported higher scores for self-practice in applying a POP cast than did the 4Y-MS group [91 (82.73%), 172 (91.71%), and 76 (80.39%)], as collected through a questionnaire. Furthermore, only a small percentage of participants (n = 61) were postgraduate majors in orthopedic surgery, and even fewer (n = 10) received training from attending orthopedic surgeons. The participants' overall knowledge level was relatively low, with a score of 5.76 ± 1.25. Bloom's cut-off point indicates a moderate overall knowledge score of 71.97%, a positive attitude score of 90.75%, and a good practice score of 94.29%. The linear regression analysis revealed that all participants' knowledge levels were significant, but only the 1Y-MMed group's scores increased with the medical curriculum. The medical curriculum and clinical trainer's academic position influenced knowledge scores and attitudes, with the latter being the only factor that led to increased practice items.

Conclusion

The 5Y-MS or 1Y-MMed have better KAP when using a POP cast than 4Y-MS. Trainers’ implication is a key factor in enhancing appropriate attitudes and practices among students.

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医学生对使用巴黎石膏的知识、态度和实践的横断面研究

巴黎石膏（POP）是骨折固定和促进愈合的基础骨科材料。对于医学生来说，掌握解剖学原理和循证实践是至关重要的，因为这些能力可以显著提高患者的治疗效果。正确应用POP不仅可以确保患者舒适，而且可以最大限度地减少重复铸造或手术干预以维持肢体固定的需要。目的与目的本研究比较了三组医学生在使用POP方面的知识、态度和实践（KAPs），以评估结构化实习如何影响他们的临床决策和患者预后。方法采用结构化问卷对本科毕业班学生（4Y-MS和5Y-MS）和硕士初班学生（1Y-MMed）进行对比分析。结果4Y-MS、5Y-MS、1Y-MMed三组患者在性别、年龄、轮转首选专科、选择专科等方面存在显著差异（p = 0.004, p < 0.0001, p = 0.009, p = 0.504）。5Y-MS组和1Y-MMed组在应用POP石膏的自我练习方面的得分高于4Y-MS组[91分（82.73%），172分（91.71%）和76分（80.39%）]，通过问卷收集。此外，只有一小部分参与者（n = 61）是骨科专业的研究生，更少的参与者（n = 10）接受过骨科主治医生的培训。参与者的整体知识水平较低，得分为5.76±1.25。Bloom的分界点表明，总体知识得分为71.97%，积极态度得分为90.75%，良好实践得分为94.29%。线性回归分析显示，所有参与者的知识水平显著，但只有1Y-MMed组的分数随医学课程的增加而增加。医学课程和临床培训师的学术地位影响知识得分和态度，后者是导致实践项目增加的唯一因素。结论5Y-MS或1Y-MMed在使用POP铸型时KAP优于4Y-MS。教师的暗示是培养学生正确态度和行为的关键因素。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of evaluation in clinical practice 医学-卫生保健

CiteScore

4.80

自引率

4.20%

发文量

143

审稿时长

3-8 weeks

期刊介绍： The Journal of Evaluation in Clinical Practice aims to promote the evaluation and development of clinical practice across medicine, nursing and the allied health professions. All aspects of health services research and public health policy analysis and debate are of interest to the Journal whether studied from a population-based or individual patient-centred perspective. Of particular interest to the Journal are submissions on all aspects of clinical effectiveness and efficiency including evidence-based medicine, clinical practice guidelines, clinical decision making, clinical services organisation, implementation and delivery, health economic evaluation, health process and outcome measurement and new or improved methods (conceptual and statistical) for systematic inquiry into clinical practice. Papers may take a classical quantitative or qualitative approach to investigation (or may utilise both techniques) or may take the form of learned essays, structured/systematic reviews and critiques.