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Assessment and comparison of injection techniques using mannequin as a learning tool and ospe as an evaluation method

By: Panigrahy, Sarita .

Contributor(s): Pandey, Sunil Kumar | Meher, Sheena | Sundari, Bala Tripura .

Publisher: Bhopal Innovare Academic Sciences Pvt Ltd 2021Edition: Vol. 13(11).Description: 24-29p.Subject(s): PHARMACEUTICS

| Skill | Demonstration | SimulationOnline resources: Full Article In: International journal of pharmacy and pharmaceutical scienceSummary: Objective: The aim of the current study was to compare the effectiveness of only demonstration and demonstration coupled with the powerpoint method (intervention) in acquiring the knowledge of injection technique using objective structured practical examination (OSPE) as an evaluation tool. Methods: The present study was conducted among IInd professional medical undergraduates (N=80). Identification of medical devices, parts of a syringe and intravenous (IV) infusion set, intramuscular (IM) injection and intravenous infusion techniques were taught using demonstration and intervention method. Participants were then evaluated for their knowledge by OSPE method using validated checklists. Participants were also asked to give feedback for the teaching and evaluation method. Data were analyzed using SPSS 20.0.0, IBM Corporation. Results: After the intervention method 100% participant could identify needle, cannula, and IV infusion set. Noticeable difference was found in identifying parts of a syringe and IV infusion set after intervention method. OSPE evaluation post-intervention showed that more number of participants could perform the steps of injection correctly and in sequence. OSPE scores post-intervention differed significantly (<0.001) with demonstration method. Conclusion: Demonstration coupled with the powerpoint teaching method was found better than the demonstration method alone. This method should be used to impart practical knowledge of injection technique.

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Objective: The aim of the current study was to compare the effectiveness of only demonstration and demonstration coupled with the powerpoint method (intervention) in acquiring the knowledge of injection technique using objective structured practical examination (OSPE) as an evaluation tool.

Methods: The present study was conducted among IInd professional medical undergraduates (N=80). Identification of medical devices, parts of a syringe and intravenous (IV) infusion set, intramuscular (IM) injection and intravenous infusion techniques were taught using demonstration and intervention method. Participants were then evaluated for their knowledge by OSPE method using validated checklists. Participants were also asked to give feedback for the teaching and evaluation method. Data were analyzed using SPSS 20.0.0, IBM Corporation.

Results: After the intervention method 100% participant could identify needle, cannula, and IV infusion set. Noticeable difference was found in identifying parts of a syringe and IV infusion set after intervention method. OSPE evaluation post-intervention showed that more number of participants could perform the steps of injection correctly and in sequence. OSPE scores post-intervention differed significantly (<0.001) with demonstration method.

Conclusion: Demonstration coupled with the powerpoint teaching method was found better than the demonstration method alone. This method should be used to impart practical knowledge of injection technique.