The Impact of Peer Assisted Learning on Samhita Verse Memorization, Patient Assessment, Clinical Decision-Making, Procedure Performance, and Patient Counseling Skills in Panchakarma Trainíng Among BAMS Students
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 60
- 试验地点
- 1
- 主要终点
- Improvement in Samhita verse memorization (recall and comprehension).
研究概览
简要总结
Although numerous studies have evaluated the benefits of the PAL method in contemporary clinical training, evidence remains scarce in the context of Ayurveda education. With the introduction of formative assessment in Indian medical education using observational tools such as DOPS (Direct Observation of Procedural Skills), and Objectively Structured Clinical/Practical Examination (OSCE/OSPE), the training of medical students has become more skill oriented than ever before.[6]
In Panchakarma clinical training of B.A.M.S education, there are various aspects that contribute to better development of procedural skills. These include Samhita verse memorization, patient assessment, clinical decision-making, procedural skills, and patient counseling which can train the candidate comprehensively and develop the required efficiency.
Given these multifaceted requirements, this study aims to evaluate the effectiveness of PAL in enhancing these competencies in Panchakarma training for B.A.M.S. students. Through this research, we intend to contribute valuable insights into the application of PAL in Ayurveda education, helping to refine instructional methods for better skill acquisition and clinical competency.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 盲法
- None
入排标准
- 年龄范围
- 19.00 Year(s) 至 25.00 Year(s)（—）
- 性别
- All
入选标准
- •Tutors are final year BAMS students who classify to be advanced learners based on their previous year exam score will be given a screening test and the top six consenting performers will be included Tutees.
- •Tutees with prior foundational knowledge of Panchakarma procedures assessed through a preliminary screening questionnaire and their academic records Student from each category like below average 51 to 60 and average 61 to 70 and good 71 to 80 and very good 81 to 90 and excellent 91 to 100 will be separately categorized based on percentile randomized and equally assigned to each group to avoid any bias Availability for Study Duration Students willing and able to participate throughout all study phases including training which will take place for 30 minutes from Monday to Saturday after regular scheduled hours Consent to Participate Students who voluntarily agree to participate and provide informed consent.
排除标准
- •Students with Prior Formal PAL Training to avoid bias Systemic Health Conditions Students with any major physical or mental health conditions Attendance Issues Students with a history of attendance below 75 percentage in their academic courses Involvement in Other Research Studies Students currently participating in other clinical or educational research studies that may impact performance or attendance.
结局指标
主要结局
Improvement in Samhita verse memorization (recall and comprehension).
时间窗: 1) Pre-Intervention Assessment will occur after 6 days of basic training – For 2 days | 2) Post-Intervention Assessment – 1 will occur after 30 days of training – For 2 Days | 3) Post-Intervention Assessment – 2 will occur after15 days of first assessment – For 2 Days
Enhanced patient assessment skills (evaluated using DOPS and grading scales).
时间窗: 1) Pre-Intervention Assessment will occur after 6 days of basic training – For 2 days | 2) Post-Intervention Assessment – 1 will occur after 30 days of training – For 2 Days | 3) Post-Intervention Assessment – 2 will occur after15 days of first assessment – For 2 Days
Better clinical decision-making abilities (increased confidence and accuracy in decision-making).
时间窗: 1) Pre-Intervention Assessment will occur after 6 days of basic training – For 2 days | 2) Post-Intervention Assessment – 1 will occur after 30 days of training – For 2 Days | 3) Post-Intervention Assessment – 2 will occur after15 days of first assessment – For 2 Days
Proficiency in performing Panchakarma procedures (assessed through DOPS and OSPE).
时间窗: 1) Pre-Intervention Assessment will occur after 6 days of basic training – For 2 days | 2) Post-Intervention Assessment – 1 will occur after 30 days of training – For 2 Days | 3) Post-Intervention Assessment – 2 will occur after15 days of first assessment – For 2 Days
Comparative effectiveness of PAL versus traditional learning methods in developing clinical skills.
时间窗: 1) Pre-Intervention Assessment will occur after 6 days of basic training – For 2 days | 2) Post-Intervention Assessment – 1 will occur after 30 days of training – For 2 Days | 3) Post-Intervention Assessment – 2 will occur after15 days of first assessment – For 2 Days
次要结局
- Tutor Skill Development – Improvement in teaching ability, leadership, and communication skills among tutors.(Student Satisfaction & Perception – Feedback from both tutors and tutees on their experience, confidence, and perceived effectiveness of PAL.)
研究者
Shobhitha P
ALN Rao Memorial Ayurvedic Medical College Koppa