Experiences with development and use of simulation-based module for teaching family study skills to undergraduate medical students in coronavirus disease epoch

Abstract

Objectives: The objectives of the study were (1) to develop and validate a structured module for teaching family study skills through simulation to undergraduate medical students, (2) to train the undergraduate medical students using the module, (3) to obtain student’s perception regarding the module, (4) to obtain faculty perception regarding the module, and (5) to assess the students’ gain in knowledge and skills. Materials and Methods: The study was conducted as a participatory action research design with mixed-method approach in the Department of Community Medicine. A structured module was developed by the core committee and then internally validated. The teaching of family study skills was done using the structured module through online mode to 150 UG students (MBBS) of Phase 3. The perceptions and feedback of the students and faculty were collected and analyzed. The students were assessed for the gain in knowledge and skills. The thematic analysis was done for the feedback of students and faculty. Necessary changes and suggestions were incorporated at the end and the module is planned to be sent for external validation to subject experts. Both quantitative and qualitative analysis was done. For Likert scale data, median and IQR were used. Percentages were calculated for satisfaction reporting. Thematic analysis was done for open-ended questions. Results: The structured and internally validated module was created for training of UG students in Family study skills. The module was successfully pilot-tested for delivery through the online mode. The satisfaction of students was found to be >75% on all domains of the Likert questionnaire used for obtaining feedback. The faculty satisfaction was found to be >90%. Majority of the students scored satisfactory grades (88%) in the summative evaluation done at the end of the module. Both the faculty and students reported good experience with the new innovative TL methodology adopted, however, emphasized the non-replacement of real field learning experience. Nonetheless, it was acknowledged as the best solution in the era of social distancing. Conclusion: A structured validated module using simulation-based teaching-learning methods was successfully pilot tested to impart family study skills to undergraduate students through online mode. The simulation-based technology can be used for online teaching in the subject of community medicine during difficult times to supplement the physical teaching sessions.