The sequential method of flipped classroom and Peyton’s 4-step teaching method on the management of foreign body aspiration in children.
试验速览
- 阶段
- 不适用
- 状态
- 尚未招募
- 发起方
- 入组人数
- 35
- 试验地点
- 1
- 主要终点
- Significant improvement in the sequential method (flipped classroom method and Peyton’s 4-step teaching method) when compared to Peyton’s 4-step teaching method in acquiring and retaining skills and knowledge by using a percentage of questionnaires and checklists.
研究概览
简要总结
Need of the study:
There is currently inadequate information available on the sequential method of the flipped classroom and Peyton’s 4- step teaching method. In addition, there is currently limited information available regarding the best ways to educate about the management of foreign body aspiration in pediatrics and infants.
Aims & objectives
This study aimed to assess the effectiveness of the sequential method (i.e. flipped classroom method and Peyton’s 4-step teaching method) when compared to Peyton’s 4-step teaching method on the management of foreign body aspiration in infants and pediatrics.
Primary objective: To compare the efficacy of the sequential method (i.e. flipped classroom method and Peyton’s 4-step teaching method) and Peyton’s 4-step teaching method to the management of foreign body aspiration in infants and pediatrics.
Secondary objectives: (1) To assess the effectiveness of the sequential method in the acquisition and retention of skills in the management of foreign body aspiration in infants and pediatrics. (2) To assess the effectiveness of the sequential method in the acquisition and retention of knowledge on the management of foreign body aspiration in infants and pediatrics.
This study hypothesized that giving educational intervention in the sequential method of the flipped classroom and Peyton’s 4-step teaching method is better for improving the acquisition and retention of skills and knowledge.
Primary Outcome
Significant improvement in the sequential method (flipped classroom method and Peyton’s 4- step teaching method) when compared to Peyton’s 4-step teaching method in acquiring and retaining skills and knowledge by using a percentage of questionnaires and checklists.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 盲法
- None
入排标准
- 年龄范围
- 17.00 Year(s) 至 23.00 Year(s)（—）
- 性别
- All
入选标准
- •1st-year students of Respiratory Therapy of the batch 2024-2025 of Manipal College of Health Professions (MCHP), Manipal Academy of Higher Education (MAHE), Manipal.
- •Undergraduate students of Manipal College of Health Professions (MCHP) who agree to participate.
排除标准
- •Undergraduate students who do not agree to participate.
- •Students who are already knowledgeable about the management of infant and pediatric foreign body aspiration.
- •Students from other courses except B.Sc. Respiratory Therapy.
结局指标
主要结局
Significant improvement in the sequential method (flipped classroom method and Peyton’s 4-step teaching method) when compared to Peyton’s 4-step teaching method in acquiring and retaining skills and knowledge by using a percentage of questionnaires and checklists.
时间窗: Significant improvement in the sequential method compared to Peyton’s 4-step teaching method in acquiring and retaining skills and knowledge will be assessed immediately after the interventions.
次要结局
- 1) Significant improvement in the sequential method in the acquisition & retention of skills by using a percentage of checklists.(2) Significant improvement in the sequential method in the acquisition & retention of knowledge by using a percentage of questionnaires.)
研究者
Vaishnavi Shettigar
Manipal College of Health Professions