Assessment Of Practical Skills Research Articles

Alternative approaches to practical work in a biology classroom – meeting the needs of our students

Most science teachers regard practical work as an essential requirement for science teaching. There is, however, research-based evidence suggesting that how practical work might best be assessed and carried out in high school science was still ineffective and controversial. Here, the conceptual and procedural knowledge of 110 secondary students as they carried out the practical work in science courses are explored. Regardless of the amount and details of prior instruction that the students get, the descriptive analysis method was used to investigate the extent to which students at the secondary level can both explain biological concepts and perform practical procedures after participating in practical work. A total of 30 open-ended questions were given to students after completing four practical works on the topics of cells, food testing, photosynthesis, and urine testing. Students performed slightly better in procedural knowledge (65) compared to conceptual knowledge (64), with both scores out of 100. The results thus far are consistent with findings from previous studies, which indicate that practical work lacks emphasis on the minds-on aspects. It also shows that procedural knowledge, which is not currently, summatively assessed in Indonesian school science, has not been fully mastered by students even after carrying out practical work. To address this issue, the alternative to a practical test as an indirect assessment of practical skills (IAPS) from England has been adapted to the assessment of practical work in an Indonesian classroom setting. The considerations and limitations are discussed.

Telemedicine and remote training: the impact on obstetrics and gynaecology training

Key content The use of telemedicine in obstetrics and gynaecology clinical practice increased significantly during the COVID‐19 pandemic. This article presents a framework to ensure training opportunities continue during telemedicine consultations, allowing trainees to develop their skills within the framework of telemedicine to optimise consultations and safe clinical practice. Remote teaching offers several advantages and disadvantages over face‐to‐face teaching. The value of each teaching method needs to be considered for the specific setting and the content tailored accordingly. Hybrid delivery is an option now that the infrastructure is in place. Telementoring includes remote supervision of clinics and expert review of, for example, colposcopy and ultrasound images. The technology is available for live‐stream remote supervision of ultrasound and surgery, allowing expert input out of hours or in geographically isolated areas. Telesimulation training can occur remotely and offers the possibility of remote assessment with artificial intelligence. The use of simulation technology may facilitate the standardisation of practical skills assessment in obstetrics and gynaecology. Learning objectives To consider a framework to ensure training opportunities and safe clinical practice during telemedicine consultations. To understand the range of remote training modalities available to improve accessibility to practical skills training and wider access to theoretical knowledge. Ethical issues How can we provide adequate supervision during telemedicine and is there an effect on patient safety? How can trainers and trainees optimise continuing postgraduate learning opportunities as telemedicine and telementoring are established in mainstream clinical practice?

‘Gear up and get ready’: Collaborative curriculum for radiographers supporting percutaneous nephrolithotomy in the operating theatre

IntroductionNewly qualified radiographers often find working in the operating theatre (OT) challenging and intimidating. These perceptions, which inhibit confidence, may hinder their effectiveness in interprofessional teamwork, which may in turn adversely affect patient outcomes. A collaborative education programme was designed, building upon the foundations of competency-based education (CBE) and simulation-based mastery learning (SBML) to examine its potential in mitigating these perceptions. The objective of this research was to assess participants’ experience and level of competency after attending the curated collaborative educational programme. MethodsThe programme was developed based on the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model and comprises two teaching and learning phases: educational session and simulation. A collaborative approach was undertaken to develop an assessment checklist for the interprofessional simulation. Requirements for the simulation, such as scenario design, information and storyboard, task trainer, logistics, and learners' briefing, debrief, and feedback, were identified and assembled. The radiographers’ performance was recorded using a practical skills assessment checklist and a theory assessment. ResultsTwelve radiographers participated and showed improvement in their self-rating of learning objectives before and after the programme. The median (interquartile range) score achieved in the theory assessment, out of a possible of 11, was 9.00 (7.75–9.50). The median (interquartile range) score achieved in the simulation component, out of a possible of 16, was 15.00 (14.00–15.00). There was statistically significant difference in self-perceived performance in all learning objective domains. ConclusionThe findings from the programme were promising. The use of simulation and an assessment checklist proved to be useful learning tools in preparing newly qualified radiographers for work in the OT. Implications for practiceAssessment checklists are valuable tools that should be considered to facilitate teaching and learning. The use of interprofessional simulation activities can support radiographers in developing knowledge, professional skills, and clinical competency. It should be conducted in a timely manner to facilitate the introduction to role understanding and effective communication.

Long-term outcomes of standardized training for caregivers of children with tracheostomies: The IStanbul PAediatric Tracheostomy(ISPAT) project.

We included 32 caregivers (31 children) who had received standardized training a year ago and administered the same theoretical and practical tests 1 year after training completion. We recorded tracheostomy-related complications and the number and reasons for admission to the healthcare centers. All data just before the training and 1 year after training completion were compared. After 1 year of training completion, the median number of correct answers on the theoretical test increased to 16.5 from 12 at pretest (p < 0.001). Compared with pretest, at 1-year post-training practical skills assessment scores, including cannula exchange and aspiration, were significantly higher (both p < 0.001) and mucus plug, bleeding, and stoma infection reduced significantly (p = 0.002, 0.022, and 0.004, respectively). Hands-on-training scores were better than pretest but declined slightly at 1 year compared to testing immediately after training. Emergency admission decreased from 64.5% to 32.3% (p = 0.013). Hospitalization decreased from 61.3% to 35.5% (p = 0.039). Our findings indicate that caregiver training can lead to a persistent increase in knowledge and skill for as long as 1 year, as well as improvements in several measurable outcomes, although a slight decrease in scores warrants annual repetitions of the training program.

Structured online vivas for evaluating professional competency in a capstone allied health course: A pilot study

The aim of this pilot study was to develop structured online vivas as authentic assessments for capstone students enrolled in the medical sonography program in an Australian university. The objective was to evaluate the professional competency of trainee students who were transitioning to graduate as accredited sonographers. Prior to 2020, capstone students, located all over Australia, travelled to South Australia to undertake an on-campus, objective structured clinical examination for practical skills assessment. The interstate travel restrictions imposed by the COVID-19 pandemic resulted in the need for this examination to be conducted in an online mode. The emergency adaptation model employed in 2020 did not assess conceptual understanding and communication skills. To address this gap, structured online vivas were created and implemented through action research with 71 students in November 2021. A response rate of 51% from student feedback and 100% from external examiner feedback helped to enhance future iterations. Structuring of online vivas enabled assessment of professional competency skills, reduced both examiner bias and student anxiety, and promoted academic integrity. Our study discusses the action research process of developing and implementing structured online vivas, student performance, and evaluating student and examiner experiences with online vivas.

"Show me how to use a microscope" - The development and evaluation of certification as direct assessment of practical lab skills.

Practical lab skills are rarely directly assessed. To improve constructive alignment between the described learning outcomes of practical skills and assessment, we developed and tested a certification procedure for microscopy skills. The procedure was embedded into the ordinary learning activity, so no additional time was needed. Three slightly different protocols were developed within the framework of sociocultural learning theory and built like a skill ladder, including direct peer assessment and elements of gamified learning. The protocols varied slightly in the way students were prepared for the certification, the number of steps/levels of achievement, and the consequences of failing. We tested the protocols at three different academic institutions and within 11 courses of varying sizes and academic levels in biology or geology. Feedbacks were collected through online surveys (n = 207) or orally after sessions. One protocol provided instruction videos as preparation material. Instruction videos provided increased understanding of the task, but tactile training was most important for learning. Regardless of institution, type of preparation, and level of former experience, the certification procedure made students clearly more engaged in the exercise. The majority reported that the certification procedure increased their motivation to learn, increased their perceived learning outcome, and was appropriate for assessing practical skills. Students with no or little experience in microscopy before the exercise were more positive about the certification procedure compared to skilled students, and the level of engagement and preparation was higher when there were some consequences of failing. Most students felt comfortable being certified by peers, but some students expressed concern about peers making mistakes. The presented certification procedure can easily be adapted to assess other practical skills and, with some adjustments, be an efficient method for assessment-as-learning, merging formative- and summative assessment.

Objective Structured Practical Examination (OSPE) as a Tool for the Formative Assessment of Practical Skills in the Subject of Physiology: A Comparative Cross-Sectional Analysis.

Practical assessments hold a critical role in evaluating medical education. However, achieving objectivity, consistency, authenticity, reliability, and practical usefulness in student evaluations can be a formidable challenge. The Objective Structured Practical Examination (OSPE) stands out as a promising technique tailored to assess performance in a realistic educational setting. OSPE offers a unique approach to aligning assessment methods with the educational objectives of a given activity, making it possible to comprehensively gauge the attainment of pedagogical goals. This study aimed to overcome the limitations associated with traditional practical tests and explore the potential advantages of OSPE in improving the objectivity, consistency, authenticity, and reliability of student evaluations in the context of medical education. Through a comparative analysis, this research endeavors to illuminate the practical applicability of OSPE. The primary goal of this research was to introduce and assess the feasibility of employing the OSPE as a formative assessment tool for appraising the practical capabilities of Physiology students. Fifty students from 1st year MBBS were included in this study after their written consent. They were divided into two groups of 25 students each; two practical procedures, (a) hemoglobin estimation, and (b) performing blood group. Students were assessed at two different sessions. Students of each group assessed by the conventional method in the first session were assessed by OSPE in the second session of the same practical and vice versa. At the completion of the assessment process, both students and teachers were asked to rate the various assessment techniques on a Likert scale. Student test results and instructor and student opinions were statistically examined using the paired t-test. A significance level of 0.05 was used. When evaluated using the OSPE method, students obtained significantly higher mean marks (12.58±2.74) compared to the conventional assessment method (8.44±2.13). A paired t-test confirmed the statistical significance of the improvement in student performance with OSPE (p<0.0001). Student feedback indicated strong agreement (92%) that OSPE encourages greater focus on practical examinations and is an effective assessment and learning method. Teachers expressed unanimous agreement that OSPE is a more comprehensive evaluation tool (100%) and better at highlighting student strengths and weaknesses (75%). The majority of teachers (75%) believed that OSPE should be incorporated into future examinations. The study demonstrates that OSPE significantly enhances student performance and is well-received by both students and teachers as a more effective and comprehensive assessment method.

MICROTEACHING: Analysis of the Readiness of Prospective Mathematics Teacher Students in Teaching Function Material

In today's era of globalization, teacher professionalism is inevitable and cannot be postponed as competition becomes increasingly fierce. We need people who are indeed experts in their field, according to their abilities, so that everyone can play their role optimally. This study aims to describe the ability of students in a mathematics teaching research program to prepare to become professional teachers based on the teaching skill standards needed in the future to become teachers. In microteaching courses. Through micro-teaching, teachers gain knowledge and skills on how to plan and practice learning activities that will be provided to students so that learning becomes meaningful and they can become professional teachers. The type of research is qualitative, with the research subjects being three students conducting research in preparation for a micro-teaching course in semester odd of the 2023/2024 academic year. The tools used are learning planning rubrics, teaching practice observation sheets, practical skills assessment sheets, and practical activity notes—data collection techniques by observation, interviews and documents. Based on the analysis results, it was found insight and concluded that students of the study program Teaching Mathematics in Micro-teaching course have the potential to become professional teachers based on the skills education, specifically educational, personal, professional and social skills

An objective structured practical examination for laboratory skills in a pharmacy technician programme

Background: Pharmacy technician education is typically at the pre-degree level and comprises instruction in scientific and clinical disciplines. The assessment of practical laboratory skills often utilises attainment-referenced methods, which are not always appropriate for vocationally-focused programmes. Methods: An objective structured practical examination (OSPE) was introduced to assess student competency in three key areas (accurate weighing, calibrating a pH meter and performing a dilution). Students were assessed using weighted criterion-based assessment criteria and an overall global performance rating, which allowed cut scores to be determined using a borderline regression method. Student opinions were collected using online questionnaires on a five-point Likert scale. Results: The move to OSPEs did not significantly alter the distribution of student results from previous years (mean ± SD, OSPE vs legacy: 77 ± 19% vs 73 ± 21%), suggesting that academic integrity was maintained. There was a high level of consistency in Likert score responses (Cronbach’s α = 0.823), with students clearly favouring the OSPE approach. Conclusion: The move to an OSPE-based assessment was successful and provided a basis for the development of similar assessment strategies in the pharmacy technician programme.

Organization of a Simulation Workshop to Prepare Residents for Primary Specialized Accreditation

The article was prepared on the basis of the current regulatory and legislative documentation in the field of accreditation of healthcare professionals in the Russian Federation and the positive experience of organizing a simulation workshop to train second-year residents of S. P. Botkin City Clinical Hospital of the Moscow Health Department for the second stage of primary specialized accreditation — assessment of practical skills in simulated conditions.

Innovations in assessment in health professions education during the COVID-19 pandemic: A scoping review.

After an initial period of uncertainty during the COVID-19 pandemic, medical universities responded to the pandemic by innovating their methods of teaching-learning and assessment. This scoping review aimed to identify innovations in assessment in medical, dental and nursing education at the undergraduate and postgraduate levels during the pandemic. This review was conducted utilising Arksey and O'Malley's framework where three electronic databases-PubMed, Embase and Web of Science-were systematically searched in February 2022 for articles in English describing innovations in assessments published in or after January 2020. A total of 70 articles were included in the review. Among the primary research articles, 82.1% reported online assessment, 76.1% were related to medical speciality, 74.6% described assessment at the undergraduate level, 68.7% described summative assessment and 58.2% reported assessment of practical skills. All assessments of theoretical knowledge were done virtually with MCQ being the most used assessment tool and virtual OSCE being the most popular assessment tool to assess practical skills; however, it was acknowledged that the assessment of procedural skills was its limitation. Although the studies described the newer forms of assessments as feasible and acceptable, few studies reported the reliability and validity of the assessments. This scoping review identified several innovations in assessment during the COVID-19 pandemic with an overall shift towards virtual or hybrid forms of assessment. However, there was a dearth of evidence regarding the effectiveness of these assessment tools suggesting a need for more research before the tools can be implemented post-pandemic.

Challenges of an Online Pedagogy as a Method for TVET Practical Skills Training Delivery and Assessment

Natural catastrophes and pandemics have disrupted teaching and learning in unexpected ways, forcing educators to carefully contemplate a future in which the majority of training delivery and assessment may have to be online. However, before committing to this pedagogical shift, there is a need to establish, rank in terms of prevalence and thus address related challenges. This paper aims to establish and rank the challenges of online pedagogy as a method for TVET practical skills training delivery and assessment in the context of trainees, instructors, and assessors. A survey method was used to gather participants’ responses using an open-ended post-test questionnaire from a total of sixty-nine (69) trainees, twenty (20) instructors and eight (8) assessors after they had undergone an online training delivery and assessment of practical skills. The collected responses were first processed into operational data that was then clustered into twelve categories of closely related meanings. The clustered data was then statistically (descriptive) illustrated and then graphically presented in terms of the ranked average percentage of participants mentioning the category of challenges. The findings of the survey showed that lack of ICT equipment; poor or no internet connectivity; lack of feedback and realtime interaction; poor course/training design; and electricity outages ranked as the top challenges of an online pedagogy as a method for TVET practical skills training delivery and assessment. The paper recommends that governments, donor agencies and TVET providers should invest in the infrastructure and enablers of online training and assessment

Automated Assessment of Knowledge and Skills at the National Russian Therapy Olympiad with International Participation in 2023

The development of modern systems and technologies creates new requirements for the education system every day, provides new opportunities for the development of educational methods, consumer coverage and data science. The experience gained as a result of the transfer of the Therapy Olympiad in 2021 to a remote format proved its success and prompted the development of the Olympiad in this direction. On March 21–22, 2023, the III National Russian Therapy Olympiad with international participation in online format was organized. As a result, 2,120 students, residents and schoolchildren from Russia, Uzbekistan, Kazakhstan, Belarus, Kyrgyzstan, Tajikistan, Azerbaijan, and India took part in the Olympiad. This article analyzes the Olympiad in order to study the possibility of conducting an automated assessment of knowledge and skills formed by students of 4–6 courses of specialty and residents of the therapeutic profile and other medical specialties. The following evaluation tools were used: knowledge testing using a distance learning system and assessment of practical skills using a Dimedus computer virtual on-screen patient simulator. The analysis of the results showed that the base of the formed test mini-cases and clinical cases is valid, reliable and can be used for automated assessment of knowledge and skills of students in specialty and residency programs of therapeutic profile. Statistical data and feedback data showed the involvement in the process and the interest of students in the chosen assessment format.

Entrepreneurship education in the era of generative artificial intelligence

Generative artificial intelligence has seen fast paced developments, with it being utilised in numerous contexts, including both entrepreneurship and education. This has led to calls to integrate generative artificial intelligence into entrepreneurship education, to help prepare students to take advantage of future entrepreneurial opportunities. The technology also has the potential to influence pedagogy, teaching practice, and assessment and has raised concerns and questions within education about how educators can train students to use the latest technology to prepare them for the future, whilst managing potential changes to teaching practice. However, given the rapid emergence of the technology, discussion as to the implications for education and particularly entrepreneurship education is limited and there have been calls for further exploration and discussion. This paper addresses these calls by discussing some of the potential implications which generative artificial intelligence brings to entrepreneurship education and the entrepreneurship classroom, at both a macro and curricular level. The advancement of generative artificial intelligence furthers the need for entrepreneurship educators to embrace the technology in a managed way, develop students critical and reflective thinking, and foster the development and assessment of practical and technical entrepreneurial skills, to support student’s effective utilisation of generative artificial intelligence. Educators should also be aware of the potential effects which generative artificial intelligence poses to teaching and assessment.

Long-Term Effectiveness and Sustainability of Integrating Peer-Assisted Ultrasound Courses into Medical School-A Prospective Study.

Ultrasound diagnostics is an important examination method in everyday clinical practice, but student education is often inadequate for acquiring sufficient basic skills. Individual universities have therefore started integrating (extra)curricular training concepts into medical education. This study aimed to evaluate sustainable skills development through participation in peer-assisted ultrasound courses. From 2017, students in the clinical part of medical school could opt for extracurricular peer-assisted ultrasound courses. Depending on the format (10-week course/2-day compact course) these comprised 20 teaching units focusing on abdominal and emergency ultrasonography. Students attending compulsory workshops at the start of their practical year were enrolled in this study, allowing for a comparison between the study group (attended ultrasound course) and the control group (did not attend ultrasound course). Competency from two out of four practical exams (subjects: "aorta", "gallbladder", "kidney" and "lung") was measured, and a theory test on the same subject areas ("pathology recognition") was administered. Additional questions concerned biographical data, subjective competency assessment (7-point Likert scale), and "attitude to ultrasound training in the curriculum". Analysis included 302 participants in total. Ultrasound courses had been attended on average 2.5 years earlier (10-week course) and 12 months earlier (2-day compact course), respectively. The study group (n = 141) achieved significantly better results than the control group (n = 161) in the long-term follow-up. This applies both to practical exams (p < 0.01) and theory tests (p < 0.01). After course attendance, participants reported a significantly higher subjective assessment of theoretical (p < 0.01) and practical (p < 0.01) ultrasound skills. Peer-assisted ultrasound courses can sustainably increase both theoretical and practical competency of medical students. This highlights the potential and need for standardised implementation of ultrasound courses in the medical education curriculum.

The system for automated assessment of knowledge and practical skills in programming

The article describes a software package (automated knowledge assessment system) that allows in practice to apply a new type of tasks for automated control of knowledge and skills in programming, based on a constructive-selective method. In such tasks, the student constructs an answer (program) from the proposed components (lines of program code), and the task involves many correct answers. A new type of task allows assessing the knowledge of previously studied algorithms and skills of writing programs, that complement black-box testing. The developed automated control system consists of two subsystems: “Processing” and “Demonstration”. The “Demonstration” subsystem, which is a web application, provides the minimum necessary set of features for using this type of tasks in the educational process, and it also serves as an example that can be used when developing extensions for other systems. The “Processing” subsystem allows integration of a new type of programming tasks into various automated knowledge assessment systems and LMS, if they provide an opportunity for expansion. A teacher creates manually or using the tools developed by the authors of this article a pattern and a list of components before applying a new type of task. A student makes up the answer (program) from the proposed components (lines of program code). The assessment algorithm evaluates the compliance of the student’s answer with the pattern and assesses compliance in the interval [0; 1].

EVALUATION OF THE EFFICACY OF VIRTUAL-SIMULATION TEACHING TECHNIQUES IN ENDODONTIC TREATMENT IN THE SYSTEM OF CONTINUING MEDICAL EDUCATION

This work represents a completed study on the development and implementation of the developed and optimized virtual-simulation program of continuing medical education (36 hours) to improve the manual skills of therapeutic treatment in dentistry in the module "Direct Restorations" using the evaluation of the survival rate of knowledge and skills obtained.&#x0D; With the traditional system of practical retraining of military dentists, using the dental clinic as a training base is difficult; the presence of a preceptor is required during the training manipulation; training depends on the clinic schedule and the availability of the pathology being studied; and there is no opportunity to repeat the manipulation or intervention. In addition, evaluation of the level of practical training of trainees is subjective, there is no unified system of its objective assessment [1-4]. Two stages are introduced for the trainees in the continuing medical education system: Stage 1 - assessment of the available practical skills on standard assignments, Stage 2 - assessment of the mastered practical skills. Improving the practical skills of practicing military dentists with the help of simulation training eliminates the risk to the life and health of the patient and trainee, allows you to conduct classes on an individual educational program without taking into account the working hours of the medical organization and the work schedule of the teacher, makes it possible to repeatedly practice the skill and bring the manipulation to automatism, provides objective quality control of its implementation, easily models rare pathologies and clinical cases [1-7].

The Relation Between Students' Theoretical Knowledge and Practical Skills in Endodontics: Retrospective Analysis.

Dental undergraduate students are required to show sufficient practical skills prior to treating patients. Practical skills and the underlying theoretical knowledge are taught in preclinical courses. Usually, the learning outcome is assessed in written multiple-choice examinations (theoretical knowledge) and practical skills tests. However, students' assessment of practical skills is more time consuming and prone to bias than objective multiple-choice examinations. This study aims to analyze the relation between students' theoretical knowledge and practical skills in endodontics. Furthermore, the predictive validity of a theoretical knowledge assessment on students' practical skills was assessed. Examination results from all students who participated in the preclinical phantom course in Operative Dentistry (sixth semester of the undergraduate dental curriculum in Germany) between the 2015 summer term and the 2022 summer term were retrospectively evaluated (N=447). The effects of age, sex, previous course participation, and theoretical knowledge on students' practical skills were assessed, using Pearson correlations, Wilcoxon rank sum tests, and a linear regression analysis. Subsequently, students' theoretical knowledge and practical skills were compared via a Fisher exact test to identify a suitable pass mark for students' theoretical knowledge that was associated with sufficient practical skills (≥60%). Students' theoretical knowledge was significantly associated with practical skills (Padjusted=.02; r=0.13). By using the current pass mark for theoretical knowledge (ie, 60%), a significant differentiation between insufficient practical skills (<60%) and sufficient practical skills (≥60%) was achieved (P=.02). However, for the discrimination between students with sufficient practical skills and students with insufficient practical skills, an adapted pass mark for theoretical knowledge would be more appropriate. The ideal pass mark amounted to 58% (P=.02). Students' practical skills and theoretical knowledge are significantly correlated. By objectively measuring students' theoretical knowledge, a rough estimation of students' practical skills (ie, a differentiation between sufficient and insufficient practical skills) is possible.

Students' performance of and perspective on an objective structured practical examination for the assessment of preclinical and practical skills in biomedical laboratory science students in Sweden: a 5-year longitudinal study.

It aims to find students' performance of and perspectives on an objective structured practical examination (OSPE) for assessment of laboratory and preclinical skills in biomedical laboratory science (BLS). It also aims to investigate the perception, acceptability, and usefulness of OSPE from the students' and examiners' point of view. This was a longitudinal study to implement an OSPE in BLS. The student group consisted of 198 BLS students enrolled in semester 4, 2015-2019 at Karolinska University Hospital Huddinge, Sweden. Fourteen teachers evaluated the performance by completing a checklist and global rating scales. A student survey questionnaire was administered to the participants to evaluate the student perspective. To assess quality, 4 independent observers were included to monitor the examiners. Almost 50% of the students passed the initial OSPE. During the repeat OSPE, 73% of the students passed the OSPE. There was a statistically significant difference between the first and the second repeat OSPE (P<0.01) but not between the first and the third attempt (P=0.09). The student survey questionnaire was completed by 99 of the 198 students (50%) and only 63 students responded to the free-text questions (32%). According to these some stations were perceived as more difficult, albeit they considered the assessment to be valid. The observers found the assessment protocols and examiner's instructions assured the objectivity of the examination. The introduction of an OSPE in the education of biomedical laboratory scientists was a reliable, and useful examination of practical skills.

Assessment of knowledge, attitudes and practical skills in using inhalers for asthmatic outpatients

Background: Asthma is a chronic inflammatory disorder of the airways with increasing prevalence worldwide, becoming a burden for the healthcare system. Currently, inhaled therapy is the mainstay of asthma treatment. Factors associated with the incorrect use of inhalers were lack of knowledge or false beliefs. Incorrect inhalation techniques are the most common reasons that lead to uncontrolled asthma and treatment failure. Objectives: (1) To survey the knowledge and attitude of asthmatic outpatients towards asthma disease, treatment medicines and inhaler use. (2) To assess the patient’s practical skills in inhalation technique. Materials and methods: A descriptive cross-sectional study was conducted on asthmatic outpatients treated at Hue University of Medicine and Pharmacy hospital from March 2022 to April 2022. Results and conclusions: A total of 102 asthmatic patients were enrolled in the study. The proportion of males accounted for 62.7%. The mean age of patients was 59.2 ± 15.4. Regarding knowledge assessment, 31.4% of the patients had good knowledge of diseases and inhalers. Regarding that attitude, 24.5% of patients had a good attitude towards the disease and inhalers. The percentage of patients showing good practical skills in metered dose inhaler use (MDI) and dry powder inhaler (DPI) - Turbuhaler was 54.5%, DPI - Accuhaler was 66.7%. Key words: bronchial asthma, inhalers, metered dose inhaler, dry powder inhaler