Journal of Education and Health Promotion最新文献

{"title":"The role of combined problem-based learning (PBL) and case-based learning (CBL) teaching methodologies in dental education.","authors":"Abhigyan Manas, Prabu Mahin Syed Ismail, Rohini Mohan, Guna Shekhar Madiraju, Mushir Mulla, Munaz Mulla, Prashant Babaji","doi":"10.4103/jehp.jehp_1824_23","DOIUrl":"10.4103/jehp.jehp_1824_23","url":null,"abstract":"<p><strong>Background: </strong>Innovative methods of teaching such as problem-based learning (PBL) and case-based learning (CBL) have shown promising results in academic understanding and application and enable one to manage their patients in a better manner. The study aimed to analyze the role of a combination of PBL and CBL teaching methodologies in a dental teaching institute in India.</p><p><strong>Materials and methods: </strong>This prospective, cross-sectional randomized study comprised 500 students divided into two study groups, each consisting of 250 participants. Students in group A were provided PBL, whereas students in group B were exposed to CBL, followed by which questionnaire was distributed. Responses received were analyzed statistically for significance set at below 0.05.</p><p><strong>Results: </strong>In this study, statistical difference in learning methods was observed with organizational capacities, self-process of learning, finding solutions for clinical diagnosis, encouraging self-learning, and developing skills for critical thinking process while comparing the PBL or CBL methodologies.</p><p><strong>Conclusion: </strong>According to this study's findings, improvement in one's knowledge and clinical skills by a subject is much better when both of these techniques are combined.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"13 ","pages":"417"},"PeriodicalIF":1.4,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11658036/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142864497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessment of nursing student's beliefs about healthy dieting.","authors":"Mahmoud M Ahmed, Ahmed A Hussein, Nasir M Younis","doi":"10.4103/jehp.jehp_2056_23","DOIUrl":"10.4103/jehp.jehp_2056_23","url":null,"abstract":"<p><strong>Background: </strong>A balanced diet can prevent the development of long-term health issues such as diabetes, obesity, high blood pressure, heart disease, and cancer. The study's goal was to assess the nursing students' attitudes toward sensible dieting.</p><p><strong>Materials and methods: </strong>The current study was conducted using a descriptive study design. The study ran from December 15, 2022, to April 15, 2023. The probability sampling method simple random was used to select (288) males and females. The sample was collected by direct interviews with students, face to face. The data were collected by developing a questionnaire based on the previous study and the collected data was arranged, analyzed, and presented in descriptive statistics by using \"Statistical Package for the Social Sciences program version 26\".</p><p><strong>Results: </strong>The research indicates that there are noteworthy obstacles to adopting a healthy diet among students, with a standard deviation of 0.611 and a mean of 3.1462. With a standard deviation of 0.569, the perceived benefits of healthy dieting were 4.110.</p><p><strong>Conclusion: </strong>The researchers concluded that maintaining a healthy state through adherence to a healthy diet is significantly hampered by personal, social, and organizational factors.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"13 ","pages":"408"},"PeriodicalIF":1.4,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11657970/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142864597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparing skills-based and lecture-based education on female adolescents' knowledge, attitudes, and practices regarding menstrual health in puberty: A quasi-experimental study.","authors":"M Yogesh, Nidhi Trivedi, Viral Shah, Matika Lakhtaria, Hemangi Ladani, Dhruvi Trivedi","doi":"10.4103/jehp.jehp_1875_23","DOIUrl":"10.4103/jehp.jehp_1875_23","url":null,"abstract":"<p><strong>Background: </strong>Improving the health knowledge, attitudes, and practices (KAP) of female adolescents during puberty is essential for their well-being, empowerment, and prospects. To compare the effects of skills-based versus lecture-based education on KAP regarding menstrual health among adolescent girls in Gujarat, India.</p><p><strong>Materials and methods: </strong>A quasi-experimental study with 100 girls aged 12-16 years assigned to skills-based (n = 50) or lecture-based (n = 50) 8-week puberty education programs. KAP was assessed at baseline, post-intervention, and 2-month follow-up using validated questionnaires.</p><p><strong>Results: </strong>The skills-based group showed significantly greater improvements in knowledge (<i>P</i> < 0.001), attitudes (<i>P</i> < 0.001), and practices (<i>P</i> = 0.006) from baseline to post-intervention compared to the lecture group. These improvements were sustained at 2-month follow-up (knowledge (<i>P</i> < 0.001), attitudes (<i>P</i> < 0.001), and practices (<i>P</i> = 0.04)). Qualitative feedback highlighted increased enjoyment, engagement, and confidence in applying skills in the skills-based group.</p><p><strong>Conclusions: </strong>Skills-based menstrual health education was more effective than traditional lecturing for improving KAP among adolescent girls. Interactive learning equips girls with transferable skills for managing menstruation safely and with dignity. Schools should implement skills-focused curricula during puberty.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"13 ","pages":"386"},"PeriodicalIF":1.4,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11657904/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142864602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A final push strategy for malaria elimination by 2030: Lessons from community health workers in Chhattisgarh.","authors":"Senthilkumar Ramasamy, Aarna Galhotra, Suganya Panneerselvam, Sanjana Agrawal","doi":"10.4103/jehp.jehp_514_24","DOIUrl":"10.4103/jehp.jehp_514_24","url":null,"abstract":"","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"13 ","pages":"372"},"PeriodicalIF":1.4,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11639536/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142828319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effects of Korean hand acupressure on postoperative pain, nausea, vomiting, and retching after thyroidectomy: A randomized controlled study protocol.","authors":"Sevgi Gür, Seher Deniz Öztekin, İlhan Öztekin, Orhan Yalçın","doi":"10.4103/jehp.jehp_1812_23","DOIUrl":"10.4103/jehp.jehp_1812_23","url":null,"abstract":"<p><strong>Background: </strong>The aim of this study is to determine the effect of Korean hand acupressure applied after thyroidectomy on postoperative pain, nausea, vomiting, and retching of number and severity.</p><p><strong>Materials and methods: </strong>The type of study is a randomized study with a post-test-control group. The protocol was prepared according to the SPIRIT (Standard Protocol Items: Recommendations for Interventional Trials) 2013 checklist. The CONSORT 2017 guideline was followed in reporting the protocol. The study was conducted with 42 patients (intervention/control group = 21) who underwent thyroidectomy in a hospital in Istanbul between February 2021 and June 2022, who met the inclusion criteria, and whose verbal and written informed consent was obtained. Korean hand acupressure was applied for 3 min using mung bean seeds 30 min before anesthesia was given to the patients in the intervention group. The application was continued every 2 h after the operation. The application was terminated at the eighth hour. The control group (patients) received routine post-operative treatment and care. Pain severity, nausea, vomiting, and retching number and severity, antiemetic use, and Rhodes nausea, vomiting, and retching index score at the end of the 24^th hour were evaluated at the 2^nd, 6^th, and 24^th hour postoperatively. Data analysis was done with the SPSS 25.0 program.</p><p><strong>Conclusion: </strong>For the patients in the intervention and control groups, it was found that the number and severity of nausea and vomiting were highest in the 6^th hour after surgery. The application of Korean hand acupressure was an effective nursing intervention on the retching state (number/severity) that developed at the 6^th hour after thyroidectomy and reduced the use of antiemetics.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"13 ","pages":"347"},"PeriodicalIF":1.4,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11639480/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142828451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Challenges faced by medical faculty in implementation of competency-based medical education and lessons learned.","authors":"Apurva Agrawal, Ashish Sharma, Anita Sharma, Charusmita Agrawal","doi":"10.4103/jehp.jehp_892_23","DOIUrl":"10.4103/jehp.jehp_892_23","url":null,"abstract":"<p><strong>Background: </strong>Regulations on Graduate Medical Education (Amendment), 2019 (GME) introduced competency-based medical education (CMBE) for undergraduate medical students and were implemented in the 2019 entrance batch in medical colleges all over India. This study aimed to find out the challenges faced by medical teachers in CBME implementation, lessons learned, and the level of preparedness for upcoming batches.</p><p><strong>Material and methods: </strong>A cross-sectional, multi-centric descriptive study was conducted from November 2021 to February 2022 including first-year faculty of medical colleges. A self-administered questionnaire was provided through electronic media, about challenges faced during CBME implementation and suggestions for improvement. Responses were analyzed as descriptive statistics, and content analysis was conducted for open-ended questions.</p><p><strong>Results: </strong>A total of 50 responses were analyzed. About 46% believed that the foundation course (FC) could satisfy the GME Regulation's goal to only some extent. About 60% believed that integration was not optimum, and 40% had not taken any integrated session. About 36% had not taken any attitude, ethics and communication (AETCOM) session, and 30% considered that they were not sufficiently competent. About 68% believed that early clinical exposure (ECE) given is insufficient. \"Skills\" (50%) and \"attitude-communication\" (34%) could not be satisfactorily assessed. About 72% believed that the coronavirus disease 2019 (COVID-19) pandemic significantly affected academics, 20% are still confused about the complexities of CBME, and 58% believed they are better prepared for the future. The COVID-19 pandemic (78%), lack of proper training (70%), and adequate faculty (60%) were common difficulties. Frequent hands-on workshops (68%) and better inter-departmental coordination (68%) were suggested.</p><p><strong>Conclusion: </strong>First professional-year faculties are slowly getting accustomed to the transition from a traditional to a competency-based curriculum. These reforms are complex, and the challenges need to be addressed sincerely and timely.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"13 ","pages":"345"},"PeriodicalIF":1.4,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11639477/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142828452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effect of self-regulatory program based on Leventhal's model on the illness perception and resilience of people with multiple sclerosis.","authors":"Sanaz Karampour, Reza Masoudi, Hadi Raeisi, Shahram Etemadifar, Asghar Bayati","doi":"10.4103/jehp.jehp_1294_23","DOIUrl":"10.4103/jehp.jehp_1294_23","url":null,"abstract":"<p><strong>Backgrounds: </strong>The study at hand seeks to examine the influence of a self-regulation program rooted in Leventhal's model on the illness perception and resilience of patients with multiple sclerosis (MS). By exploring the impact of Leventhal's model-based interventions, healthcare professionals can enhance their ability to effectively address the challenges associated with this disease. In addition, this research endeavor can serve as a valuable resource for the development of nursing knowledge in the realm of MS patient care.</p><p><strong>Materials and methods: </strong>This study was a semiexperimental two-group study. The statistical population of the study consisted of all patients with RRMS-type MS in Shahrekord city. Ninety patients were initially selected through convenience sampling and then randomly allocated into intervention and control groups (each with 45 participants) using the Random Allocation software. Before the intervention program was provided, the patients' perception of the disease and their resilience were assessed using the Illness Perception Questionnaire-Revised (IPQ-R) and Connor-Davidson Resilience Scale (CD-RISC), respectively.</p><p><strong>Results: </strong>The intervention group had a mean age of 34.78 ± 4.27 years, whereas the control group had a mean age of 34.51 ± 4.43 years. After the Leventhal self-regulatory model, a statistically significant difference was observed in the mean scores of illness perception and the mean score of resilience between the intervention and control groups, both immediately and two months later, implying that the intervention group had a higher score in illness perception and the mean score of resilience (<i>P</i> value < 0.001).</p><p><strong>Conclusion: </strong>Our study indicated that the Leventhal self-regulatory model had a significant positive effect on improving both illness perception and resilience in individuals with MS. Therefore, enhancing these factors among MS patients can have a tremendously positive impact on their psychological health, quality of life, and treatment adherence.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"13 ","pages":"340"},"PeriodicalIF":1.4,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11639432/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142828498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and psychometric testing of an instrument for team-based learning assessment.","authors":"Rita Mojtahedzadeh, Aeen Mohammadi, Sima Kolahdooz, Dean X Parmelee, Gholamreza Hassanzadeh","doi":"10.4103/jehp.jehp_1064_23","DOIUrl":"10.4103/jehp.jehp_1064_23","url":null,"abstract":"<p><strong>Background: </strong>In team-based learning (TBL), students actively participate in the learning process and are responsible for their learning through preclass studying and team work with other classmates. Evaluation of the TBL method by students provides information for its better implementation. Due to extensive use of TBL method in medical curriculum at medical universities, we aimed to develop a questionnaire for its evaluation from the viewpoints of students.</p><p><strong>Materials and methods: </strong>This mixed-method cross-sectional study with a Qual-Quan design was conducted on 168 medical students in the basic sciences stage of their studies. We evaluated students' satisfaction with this teaching method and its effectiveness by semistructural in-depth individual interviews until data saturation (12 interviews). We performed content analysis of the interviews and designed the questionnaire. Psychometric characteristics of the questionnaire were assessed in terms of content validity, test-retest reliability, internal consistency, and construct validity through explanatory factor analysis.</p><p><strong>Results: </strong>The final tool was a 25-item questionnaire (reliability = 0.87 and α = 0.93) with five components of \"learning enhancement,\" \"satisfaction,\" \"technical aspects,\" \"teacher's capabilities,\" and \"appropriate testing.\" Explanatory factor analysis showed that 64.68% of total variances were explained by these five components.</p><p><strong>Conclusion: </strong>In addition to academic performance outcomes, a successful instructional strategy should generate positive experiences for the learner. This study has created an assessment tool to be part of an evaluation process of the effectiveness of TBL in a given curriculum for medical students.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"13 ","pages":"348"},"PeriodicalIF":1.4,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11639476/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142828706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effect of hypnosis on anxiety and blood pressure of pregnant women with preeclampsia: A double-blind controlled clinical trial study.","authors":"Farzaneh Seitz, Mehdi Pourasghar, Abolfazl Hosseinnataj, Seydeh Zeynab Hoseinnezhad, Nooshin Eshraghi, Jila Ganji","doi":"10.4103/jehp.jehp_1097_23","DOIUrl":"10.4103/jehp.jehp_1097_23","url":null,"abstract":"<p><strong>Background: </strong>The risk is on the level of blood pressure, and blood pressure is one of the prominent characteristics of preeclampsia. The aim of this study is to assess the effect of hypnosis on the pressure and blood pressure of pregnant women with preeclampsia.</p><p><strong>Materials and methods: </strong>In this controlled clinical trial study, 44 pregnant women from 20 to 32 weeks referred to Shahid Akbarabadi Hospital in Tehran in 2022 were randomly assigned to two intervention and control groups. Hypnotherapy was conducted individually and online for five sessions. Evaluation of performance and blood pressure (primary outcome) was done using the DASS-21 questionnaire and sphygmomanometer before, during maintenance, and 4 weeks after the intervention. Twenty people in each group entered the analysis stage. Independent <i>t</i>-test, Chi-square, analysis of variance with repeated measures and mixed model were used, and effect size (Cohen's D) was used to evaluate the strength of the intervention effect. The data were entered into the SPSS software version 22 and a significance level of 0.05 was considered.</p><p><strong>Results: </strong>The results showed that the two groups did not differ in terms of background changes (<i>P</i> = 0.757). The score after the intervention decreased by 10.25 (<i>P</i> < 0.001) and the time 1 month after the intervention decreased by 9.93 (<i>P</i> < 0.001). The blood pressure after the intervention was reduced by 7.90 (<i>P</i> < 0.001) and the blood pressure 1 month after the intervention by 7.52 (<i>P</i> < 0.001).</p><p><strong>Conclusion: </strong>It is suggested to use hypnotherapy as a complementary treatment to reduce anxiety and preeclampsia symptoms.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"13 ","pages":"359"},"PeriodicalIF":1.4,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11639488/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142828713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Empowering self-care through patient education in heart failure patients: A multimodal approach comprising of P-PILs, videos, and personalized advice.","authors":"Anu Philip, Chakrakodi Shashidhara Shastry, Muzhuvanchery Kesavan Unnikrishnan, Basavaraj Utagi","doi":"10.4103/jehp.jehp_1797_23","DOIUrl":"10.4103/jehp.jehp_1797_23","url":null,"abstract":"<p><strong>Background: </strong>Heart failure (HF) patients, in developing countries like India, have limited access to information regarding their health/disease state. To identify patient problems and patient expectations through focused group discussions (FGD) and develop a multimodal educational tool consisting of a pictogram-based patient information leaflet (P-PIL), HF video, and personalized counseling (PC) for HF patients.</p><p><strong>Materials and methods: </strong>Based on the results of the FGD with stakeholders, we developed, validated, and tested educational tools such as P-PIL and HF videos and personalized counseling for enhancing patient education.</p><p><strong>Results: </strong>FGD identified major patient-related barriers, and we developed and validated P-PIL and HF videos. Ninety heart failure patients participated in user testing knowledge assessment. The mean scores in knowledge significantly increased from 39.37 to 85.18 (<i>P</i> < 0.001), with 95% of patients favoring P-PIL for its layout design and content. P-PIL, HF videos, and personalized counseling together enhanced patient awareness and self-care, indicating positive healthcare outcomes in HF.</p><p><strong>Conclusion: </strong>A well-developed and validated PIL can be reinforced by videos and personalized counseling and enhancing knowledge levels in HF patients which eventually translates to better outcomes.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"13 ","pages":"333"},"PeriodicalIF":1.4,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11639418/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142828794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}