Post-workshop Scores Research Articles

Students perceptions & motivation for ‘Basic Pranic Healing workshop’ and its impact on the well-being of medical students

Pranic Healing (PH) is an ancient energy healing method focusing on the body's energy fields. The study explores its potential positive impact on the well-being of medical students. Existing research supports the transformative effects of PH on molecular structures and overall well-being. Spiritual well-being has been linked to mental health, and the study aims to evaluate the connection between Basic Pranic Healing workshops and students' mental health in a stressful medical school environment.This retrospective observational pilot study recruited 50 medical students through purposive sampling. Participants from Dr. Baba Saheb Ambedkar Medical College, Delhi, India, completed pre and post-workshop questionnaires, assessing knowledge, attitude, interest, motivation, and impact on well-being. Data were analyzed using SPSS, employing descriptive statistics and relevant tests.45 interested students participated, with a mean age of 20.78±2.09, 68.8% female. Significant improvements were observed in pre and post-workshop scores for knowledge (p = 0.00), interest (p = 0.00), and confidence (p = 0.00). Beliefs shifted positively with a final favorable perception . Participants reported a positive impact on various life domains with 56% practicing learned techniques weekly. Efficacy in healing (73.4%) and self-healing (84.4%) was notable The Basic Pranic Healing workshop effectively enhanced participants' knowledge, interest, confidence, beliefs, and overall perceptions. Positive impacts on various life domains and high success rates in healing demonstrate the practical relevance of Pranic Healing in promoting well-being. Findings support the integration of holistic healing practices in healthcare training and personal development programs.

Teaching Procedural Skills: Integrating Educational Theory Into Practice.

Teaching procedural skills is an essential part of health professions education, yet formal training is often lacking from traditional curricula. A workshop on teaching procedural skills was developed as part of a clinician educator track at a large health professions university. Participants included medical residents and fellows (postgraduate years 2-6) from various training programs. The 90-minute, interactive training integrated Gagne's model of instructional design with evidence-based teaching practices. Workshop outcomes were evaluated with pre- and postworkshop surveys. Learner reactions (Kirkpatrick level 1) were assessed via course evaluation. Learning and behavior (Kirkpatrick level 2) were evaluated via attitudinal and knowledge-based questions. Data were collected from three cohorts of participants (2022-2024). Responses were analyzed by paired t test. Residents and fellows from 11 different disciplines participated in the workshops. The survey response rate was 30 out of 35 (86%). Course evaluations were positive for all six questions (mean scores: 4.8-5.0 on a 5-point Likert scale [1 = strongly disagree, 5 = strongly agree]). Postworkshop scores improved significantly for all five attitudinal questions, including "I can apply instructional design theory when teaching procedural skills" (pre: 2.2 vs. post: 4.3 on a 5-point scale, p < .01). The number of participants correctly answering the knowledge-based questions also increased following the workshop. A workshop focused on evidence-based teaching of procedural skills was well reviewed and improved participants' attitudes and knowledge. Strengths of the workshop include its appeal to a broad range of medical trainees, integration of educational theory, and interactive design.

Impact of Health Care Management Workshops on the Health-Seeking Behavior of Traffic Police in Bhubaneswar.

Sustainable development goals (SDGs) 3.9.1 and 11.6.2 call for a reduction in deaths and illnesses from air pollution, improving the air quality of cities. The above goals motivate us to organize workshops to improve the health of traffic police, who bear the brunt of air pollution. The paper examines the effect of workshops on the health-seeking behavior of the traffic police in Bhubaneswar city. The study conducted two workshops as a quasi-experimental, single-group study at an academic institution in Bhubaneswar. It included 20 traffic police officers (11 male and 9 female). The Kirkpatrick 4-level model was used to assess the effectiveness of the workshops. A paired t-test was used to compare pre- and postworkshop scores. Thirteen traffic police officers rated the workshop sessions as excellent. The score before the workshop ranged from zero to three, with a mean (standard deviation [SD]) of 2.81 (1.0). The postworkshop score had a minimum to maximum score of three to five with a mean (SD) of 4.41 (0.7) (P < 0.005). The effect size dcohen (confidence interval [CI]) was 1.87 (3.27-4.71). The mean (SD) of absolute and relative gain was 1.6 (1.0) and 0.93 (1.02), respectively. All 20 traffic police officers showed improvement in health-seeking behavior. The significant lifestyle changes after the workshops ranged between 5% and 75%. The test scores indicated statistically significant improvement as the P value recorded was smaller than 0.05. This concludes that the improvement in understanding of the session was statistically significant because of the training imparted.

Evaluating a research methodology workshop among postgraduate students using Kirkpatrick's model.

In this era of evidence-based medicine, only systematic research can help in providing judicious and precise healthcare to individual patients based on updated knowledge and skills. However, many medical professionals do not feel competent and confident enough to conduct research. One of the reasons could be the lack of a research-based curriculum in undergraduate courses. The National Medical Council has also stressed the need for formal training in research methodology for healthcare professionals. The research methodology workshops help to familiarize the participants with basic, clinical, and translational research required to impart optimum patient care. The objective of our study was to evaluate a research methodology workshop conducted for postgraduate students by assessing the participant's knowledge, feedback, and expected impact using Kirkpatrick's evaluation model. A quasi-experimental, single-group study was conducted among 132 first-year postgraduate students. The four levels of Kirkpatrick's model were applied for evaluation. Feedback forms, scores of the pretest and posttest, quality of the research proposal drafted by the postgraduates for their thesis, and finally successful submission of the research proposal were the components used to evaluate the four levels of outcome of Kirkpatrick's model. Data collected were compiled and tabulated into MS Excel. Proportions were calculated for categorical variables and mean and standard deviation (SD) for scores. A comparison of means between pre- and postworkshop scores was made with paired t-test. A value of P < 0.05 was considered statistically significant. Statistical analysis was done using IBM SPSS Statistics version 20.0 software. Out of 132 participants, 29% (38) were males and 71% (94) were females. The mean ± SD pretest and posttest scores at a 95% confidence interval were 10.55 ± 2.537 and 12.43 ± 2.484, respectively. The difference was found to be statistically significant by paired sample t-test (P < 0.001). Participant feedback is vital for improving research methodology workshops. The workshop met the overall requirements of the participants. There was a significant improvement in the knowledge of participants after the workshop completion.

Workshop for Basic Gynaecological Examinations: Improving Medical Student Learning through Clinical Simulation.

This study was designed to evaluate whether the Workshop on Basic Principles for Clinical Gynaecological Exploration, offered to medical students, improves theoretical-practical knowledge, safety, confidence, global satisfaction and the achievement of the proposed objectives in the area of gynaecological clinical examinations. This was a quasi-experimental pre-post-learning study carried out at the Gynaecology and Obstetrics department of Gregorio Marañón Hospital in Madrid (Spain). The volunteer participants were 4th-year students earning a degree in Medicine during the 2020-2021 and 2021-2022 academic years. The study period was divided into the following stages: pre-workshop, intra-workshop and 2 weeks post-workshop. In the pre-workshop stage, students completed a brief online course to prepare for the workshop. The effectiveness of the workshop was evaluated through multiple-choice tests and self-administered questionnaires to assess self-assurance, self-confidence, self-satisfaction and the achievement of the objectives. Of the 277 students invited in both academic years, 256 attended the workshop (92.4%), with a total participation in the different stages of the study greater than 70%. A total of 82.5% of the students in the 2020-2021 academic year and 80.6% of students in the 2021-2022 academic year did not have any type of experience performing gynaecological clinical examinations. Between the pre-workshop and 2 weeks post-workshop stages, there was significant improvement in theoretical-practical knowledge (improvement mean = 1.38 and 1.21 in 2020-2021 and 2021-2022 academic years, respectively). The security and confidence of the students prior to the workshop were low (average scores less than 5 points) in both academic years. However, post-workshop scores for satisfaction and the achievement of objectives were high in the two academic years; all the values approached or exceeded 8 points. Our students, after outstanding participation, evaluated the BPCGE, and improved their theoretical and practical knowledge, as well as their skills in a gynaecological clinical examination. Moreover, in their view, after the workshop, they felt very satisfied, far outreaching the proposed aims. In addition, excellent results were maintained over time, year after year.

Development and Assessment of Awareness Module on ‘Antimicrobial Resistance and its Prevention’ for School Students in Punjab, India

Antimicrobial resistance (AMR) is one of the pressing public health issues. Sharing information on AMR with school students will educate and inspire them to act as community ambassadors. The present study was carried out in the form of capacity-building workshops among school children of the Ludhiana district of Punjab, India. Three workshops were organized in three different higher secondary schools for 11th and 12th standard students (medical stream). Each workshop session included an interactive teaching module on basic microbiology, AMR, factors involved in AMR emergence, ‘One Health’ approach to address AMR, and how we can contribute to the community. The learning outcomes were evaluated based on pre and postworkshop assessment questionnaires. A total of 138 students participated in the workshops with an average duration of around 3.5 hours. Among all the students, 68.84% were not aware of the meaning of ‘antibiotic resistance’ and 78.26% believed that antibiotics can cure all coughs and colds. Furthermore, 82.61% of students never heard the term ‘superbugs’ and 71.74% were not able to identify the factors for AMR emergence. The success of teaching workshops was assessed by significant improvement in the correct responses during the post-workshop quiz, where the median post-workshop score (i.e., 14/15) was significantly improved as compared to the pre-workshop score (i.e., 08/15). We propose that the concepts of AMR must be included in school curricula so that young students can be ‘superheroes’ in bringing about desired changes in the community.

P09 Does a virtual pain education workshop increase young person understanding of chronic pain, and confidence to self-manage?

P09 Does a virtual pain education workshop increase young person understanding of chronic pain, and confidence to self-manage?

Enter and Discuss Orders and Prescriptions (EPA 4): A Curriculum for Fourth-Year Medical Students.

Order entry, entrustable professional activity (EPA) 4, is one of several EPAs that residency program directors identify as a weakness for PGY 1 residents. A multispecialty survey of program directors indicated that only 69% of interns could be trusted to enter and discuss orders and prescriptions without supervision. To address this gap, we developed a formative workshop for fourth-year medical students. Prior to the start of their subinternships, 366 fourth-year medical students engaged in an order entry workshop. Students performed chart reviews on electronic standardized patients within an educational electronic health record (EHR), placed admission orders, customized order sets, responded to safety alerts, utilized decision support tools, and incorporated high-value care considerations. Students used expert-validated rubrics to assess the quality of their admission orders and participated in a facilitated group discussion on key learning points. Finally, students participated in order entry, with all orders requiring cosignature by a supervising physician, during their clinical rotations. Students reported their confidence with order entry before and after the workshop and after the clinical rotation. One hundred seventeen students completed the pre- and postworkshop surveys, and 99 went on to complete the postcourse evaluation. Students showed a statistically significant increase in their confidence level following the workshop. Order entry is a critical, complex skill that requires deliberate instruction. This curriculum, which leverages the features of an educational EHR, can facilitate instruction, practice, and confidence gains regarding order entry prior to further application of these skills in the clinical environment.

EPID-10. Creation, use, and effectiveness of a primary provider education tool for timely pediatric CNS tumor diagnosis based on HeadSmart

BACKGROUND: Patients of minority race and ethnicity and lower socioeconomic status experience poorer survival of pediatric CNS tumors in the US. These disparities arise in part from differences in stage of disease at diagnosis, suggesting they could be mitigated by earlier diagnosis. HeadSmart is a campaign in the UK to increase awareness of pediatric CNS tumor symptoms among primary care practitioners and the public that has led to a significant decrease in time to diagnosis. METHODS: We created a 30-minute workshop, based on HeadSmart, to educate primary care providers on the presentation, common symptoms, work-up, and diagnosis of pediatric CNS tumors. We publicized the workshop throughout Colorado and delivered it via live webinar or online video recording. We collected demographic, specialty, and practice setting data from participants via optional survey. Participants could also take a 10-question, multiple-choice assessment of their knowledge on pediatric CNS tumor symptoms, work-up, and diagnosis before and after the workshop. RESULTS: We have now delivered the workshop to more than 400 providers in Colorado and the US. 39 providers participated in the survey; 19 completed both the pre- and post-workshop assessments. The mean pre-workshop score was 4.5 correct out of 10 (range 0-7); the mean post-workshop score was 5.4 (range 3-7) (unpaired t-test p=0.04). The mean improvement was 1.1 (paired t-test p=0.007). The majority of participants who completed the survey were pediatricians (n=30). Family practice (FP) physicians and pediatric/FP advance practice practitioners also participated. There was no significant difference in improvement for pediatricians vs. other providers. CONCLUSIONS: An educational tool based on the HeadSmart campaign was widely disseminated and is effective at increasing understanding of the timely diagnosis of pediatric CNS tumors among primary providers in Colorado. Further study, refinement, and dissemination have the potential to help mitigate disparities in pediatric CNS tumor outcomes.

"Patient's Family Wants an Update": A Curriculum for Senior Medical Students to Deliver Telephone Updates for Hospitalized Patients.

IntroductionResidents have the important task of updating family members of hospitalized patients, often by telephone. There are limited curricula dedicated to preparing medical students for this task, which will become their responsibility as residents.MethodsWe created a virtual workshop, including four patient cases, to facilitate teaching senior medical students enrolled in an internal medicine residency preparation course. Students alternated role-playing either physician or family member. We assessed performance using a self-assessment rubric before (preworkshop) and after (postworkshop) a didactic session. We compared pre- and postworkshop scores using t tests. We also used a retrospective pre-post survey with a 5-point Likert scale to assess each participant's comfort level, knowledge, and perceived ability.ResultsThirty-nine students completed the pre- and postworkshop evaluation (response rate: 70%). The mean score on the preworkshop self-assessment was 83% (SD = 9%) and on the postworkshop self-assessment was 94% (SD = 8%; p < .01), with a large effect size of 1.22. Among the 31 students (62%) who completed the survey, there was improvement in comfort level (2.9 vs. 3.7, p < .001), knowledge (2.7 vs. 3.8, p < .001), and perceived ability (2.9 vs. 3.7, p < .001).DiscussionOur workshop was effective in teaching medical students a structured format for providing telephone updates and was well received. The workshop was also effective when delivered virtually (with videos off) to mimic the non-face-to-face communication that occurs when delivering family updates by telephone. The curriculum could be expanded to other learner groups.

Impact of Peer-Assisted Learning on Ultrasound.

The aim of this study was to understand how peer-assisted learning (PAL) could be utilized by physician assistant (PA) students in an ultrasound student interest group (USIG) as a means of developing cognitive confidence and practical competence with the imaging modality. An observational study that included 3 USIG workshops was designed. Pre- and postworkshop surveys were administered. All first-year PA students, regardless of participation in the USIG workshops, were asked to complete the voluntary and anonymous surveys. A statistically significant difference between those who attended at least one workshop and those who did not attend any workshops on their postworkshop scores (p = 0.02) was seen. There was a statistically significant association between the number of workshops attended and the postworkshop difference (p = 0.03). Results show that, in the context of social cognitive theory, PAL is an efficacious learning modality that enhances learner and tutor performance in ultrasound.

Transurethral Catheterization in Early Training: The Impact of Peer-Led Mentorship.

Introduction Transurethral catheterization (TUC) is a common hospital procedure. According to the literature, junior doctors contribute to the majority of TUC-related injuries. Our aim is to evaluate the immediate and long-term impact of a short procedure-centric TUC workshop on junior doctor's confidence, procedural knowledge, and ability to identify potential complications of catheterization. Materials and Methods Intern doctors were invited to attend a one-hour workshop on TUC. A questionnaire was completed before and after the workshop. Three months later, the questionnaire was readministered to assess the workshop's long-term impact. The questionnaire consisted of three domains. A: experience, training, and confidence levels (using 5-point Likert scales), B: procedural knowledge (the highest possible score was 10 points), and C: identification of TUC-related complications (the highest possible score was 3 points). Results 81 interns participated and reported a confidence level of 3.03 ± 1.05 in performing a straightforward TUC. Preworkshop domain B and domain C were 3.92 ± 1.63 and 1.75 ± 0.69 points, respectively. After the workshop, reported confidence levels improved to 3.71 + 1.02 (p < 0.05). Likewise, the scores in domains B and C increased significantly to 8.85 ± 1.40 (p < 0.005) and 2.65 ± 0.6 (p < 0.005), respectively. Three months later, the same parameters were evaluated, and confidence levels were higher than those of the preworkshop levels at 3.83 ± 0.77 (p < 0.05). The average domain B score was 7.85 ± 1.88 (p < 0.005), and domain C score was 2.69 ± 0.53 (p < 0.005). All scores reported after three months were significantly better than the preworkshop levels (p < 0.005), but there were no statistically significant differences when compared to the immediate postworkshop scores (p > 0.05). Conclusion Short peer-led TUC workshops positively impact intern doctors' confidence levels, procedural knowledge, and identifying complications.

Facing the Inevitable: Preparing Nurses to Deliver End-of-Life Care.

Health care providers have an ethical obligation to reduce suffering during a patient's end of life (EOL), but few receive formal education on EOL care principles. The objective of this project was to determine the feasibility and potential benefits of an education initiative in which the principles of EOL care were taught to senior-level nursing students and practicing nurses. To assess feasibility, data regarding recruitment rates, retention rates, and implementation issues were collected. Workshop effectiveness was evaluated through use of the End-of-Life Nursing Education Consortium-Knowledge Assessment Test survey, which evaluates knowledge levels regarding EOL care principles. A mixed-effects linear model was used to test for changes from the preworkshop to postworkshop scores. Demographic information and satisfaction data were also collected. Nineteen students and 24 nurses participated (total N = 43). There was a statistically significant time difference (P = .0001), with the postworkshop scores being higher (43.5 ± 0.93) versus the preworkshop scores (41.2 ± 0.93). However, no statistically significant workshop date difference (P = .3146) emerged. Satisfaction data were positive. Retention for the second workshop was negatively affected by COVID-19. The unique needs of patients nearing their EOL are significant. This project describes the implementation and outcomes of an education initiative, focused on EOL care principles, that was both feasible and beneficial.

Evaluation of Five Data-to-Action Workshops to Enhance Capacity for Tobacco Control.

Five data-to-action workshops were conducted during 2016-2019 with participants from 38 countries. The purpose of the workshops is to use data to inform and disseminate tobacco prevention and control strategies. We evaluated the workshops using the Kirkpatrick Model for evaluation of trainings. We evaluated the data-to-action workshops in three topic areas: (1) if the workshop was clear, useful, engaging, and relevant to the participant's work, (2) self-reported knowledge and skills for tobacco control topics, and (3) intention to apply the knowledge learned. We used nonparametric tests (one-sided Wilcoxon signed-rank test) and conducted descriptive analysis to assess the difference between pre- and postworkshop scores in each topic area. Free text data from open-ended responses were analyzed in Excel using thematic content analysis. Participants reported the workshop had a clear purpose (93.6%, n = 73), was well organized (94.9%, n = 74), and relevant to their work (96.2%, n = 76). There was a statistically significant increase in median learning scores across all three knowledge and five skills topic areas (p < 0.05); more than 95% of participants intended to apply the knowledge they obtained during the workshop and planned to perform new skills learned in the workshop. Programs interested in replicating a similar successful model may incorporate a mix of modes of instruction and hands-on experiences, as well as focus on the selection of the right audience, for their workshops. These workshops pose an opportunity for countries to enhance use and dissemination of their tobacco control data.

Active involvement of patients in pharmacist education has a positive impact on students\u2019 perspective: a pilot study

BackgroundPatient-led education contributes to the implementation of practical experience of working with patients in health care professional curricula. There are few descriptions of patients’ involvement in pharmacists’ training and most often, the patients have been used as passive props to facilitate training. More recently, greater emphasis has been given to a more active form of patient involvement but the application in the curriculum of pharmacy has not been conceptualized. Thus, the aim of our study was to implement a workshop involving patients as partners in undergraduate pharmacy educational programme, and to evaluate its impact of on students’ perspectives.MethodOn a prospective observational study basis, the impact was assessed in terms of relevance, learning outcomes and achievement transfer using the Kirkpatrick training assessment method. In addition, we evaluated social representations of the students before and after the workshop.ResultsNinety-four students attended the sessions. All participants were satisfied and emphasized the relevance of the involvement of patients. Postworkshop scores were significantly improved in both competencies to be acquired. At the end of the workshop, students reported two to three actions to implement in order to meet patients’ expectations, illustrating an intent to transfer learning outcomes in professional context. Interestingly, about patients’ expectations on pharmacist’s role, students’ social representations had evolved significantly after the session.ConclusionThese results highlight the positive impact of the innovative workshops and the additive value of patients’ involvement in the pharmacy undergraduate programme.

Evaluation of a Novel Educational Intervention to Improve Conversations About Implantable Cardioverter-Defibrillators Management in Patients with Advanced Heart Failure.

Background: Implantable cardioverter-defibrillators (ICDs) reduce the incidence of sudden cardiac death for high-risk patients with heart failure (HF), but shocks from these devices can also cause pain and anxiety at the end of life. Although professional society recommendations encourage proactive discussions about ICD deactivation, clinicians lack training in conducting these conversations, and they occur infrequently. Methods: As part of a six-center randomized controlled trial, we evaluated the educational component of a multicomponent intervention shown to increase conversations about ICD deactivation by clinicians who care for a subset of patients with advanced HF. This consisted of a 90-minute training workshop designed to improve the quality and frequency of conversations about ICD management. To characterize its utility as an isolated intervention, we compared HF clinicians' pre- and postworkshop scores (on a 5-point Likert scale) assessing self-reported confidence and skills in specific practices of advance care planning, ICD deactivation discussions, and empathic communication. Results: Forty intervention-group HF clinicians completed both pre- and postworkshop surveys. Preworkshop scores showed high baseline levels of confidence (4.36, standard deviation [SD] = 0.70) and skill (4.08, SD = 0.72), whereas comparisons of pre- and postworkshop scores showed nonsignificant decreases in confidence (-1.16, p = 0.252) and skill (-0.20, p = 0.843) after the training session. Conclusions: Our findings showed no significant changes in self-assessment ratings immediately after the educational intervention. However, our data did demonstrate that HF clinicians had high baseline self-perceptions of their skills in advance care planning conversations and appear to be well-primed for further professional development to improve communication in the setting of advanced HF.

Effectiveness of Laparoscopic Skills Workshop on Enhancing Knowledge and Skills of Surgical Residents and Its Comparison with DOPS (Direct Observation of Procedural Skills) Scores: Prospective Cohort Study.

Simulation-based surgical skills workshops are commonly used in the surgical training programs to enhance the knowledge and psychomotor skills of the residents, but there is scarcity of objective data on their effectiveness. The aim of our study was to explore if a 1-day laparoscopic skills workshop enhanced the knowledge and skills of surgical residents in minimal access surgery and if it had any correlation with the Direct Observation of Procedural Skills (DOPS) scores. This was a quasi-experimental, single-arm, repeat measure, prospective cohort study design. Thirty-three residents from general surgery and obstetrics/gynecology programs of Aga Khan University participated in the study. A daylong laparoscopic skills workshop consisting of lectures, videos, and hands-on practice was offered. The pre-workshop knowledge and skills scores of residents were assessed and compared with immediate post-workshop scores and scores of repeat assessment at 2months. The scores of DOPS on laparoscopic procedures before and after the workshop were also compared. The results of our study indicated that mean post-workshop (p < 0.001) and interval scores (p < 0.001) for both cognitive and psychomotor skills were significantly higher compared with mean pre-workshop scores. Similarly, post-workshop DOPS scores were significantly higher (p < 0.011) compared with pre-workshop DOPS scores. One-day laparoscopic skills workshop resulted in significant improvement in knowledge and psychomotor skills of the surgical residents. The skills gained from the workshop also resulted in improvement of DOPS scores reflecting the transfer of skills to real-life performance. ClinicalTrials.gov registration number: NCT03982927.

Grotowski's method is positively valued by pre-adolescents and improves acceptance towards the others

In this research, boys and girls were involved in a workshop on Grotowski's method. The workshop was made up of two steps: i) the subjects were required to tell a tale using their bodies and narration; ii) and, they discovered the places of Carloforte island (South-western Sardinia, Italy). The final event consisted of a rendering of the workshop. On the first day of the workshop, the SIV test was administered to each subject and re-administered on the last day of the experiment. Semantic Differential was administered after three meetings and re-administered on the last day of the experiment. After the experience, the students evaluated the workshop very positively both in general and in terms of impact and activity. Students also showed higher post-workshop scores on the SIV which is meant to measure acceptance and reception of the other.

Favourable influence of revised basic course workshops in medical educational technology on knowledge of teaching learning and assessment methods of participants

Objective: The objective of the study was to assess the outcome of medical education workshops in terms of their usefulness, actual and perceived knowledge gained and the utilization of teaching learning and assessment methods learnt by the participants. Methods: Three workshops on medical education technology with a pretest and posttest immediately and at 2 and 6 months after the workshop were conducted. Results: The scores of usefulness of workshop remained consistent in post workshop evaluations. The knowledge scores of participants in all posttest evaluations were greater than the pretest scores. However, in comparison to immediate posttest values, there was a decrease in the score at 2 months, which again increased at 6 months. Perception of utilization of teaching learning methods decreased from 0 to 6 months and perception of knowledge of assessment methods decreased at 2 and 6 months from immediate post workshop scores. The post workshop perception of, knowledge of teaching learning methods and utilization of assessment methods did not change at the end of six months. Conclusion: The workshops were useful and increased the knowledge of teaching learning and assessment methods in participants in comparison to pre workshop value. Perception of utilization of teaching learning methods and perception of knowledge of assessment methods decreased from immediate post workshop evaluations.

Health research methodology workshop: Evaluation with the Kirkpatrick model.

Workshops on research methodology impart skills of research among medical students. Both qualitative and quantitative evaluation of an academic programme is essential to enhance the effectiveness and quality improvement. We assessed the gain in learning and effect of a workshop on research methodology among medical students. We did a quasi-experimental, single-group study at a tertiary care hospital and research institute in southern India. It included 33 students enrolled in various residency positions of the institute. The Kirkpatrick 4-level model was used to assess the effectiveness of the workshop on research methodology. Paired t-test was used to compare pre- and postworkshop scores. Twenty-five students rated the academic sessions as excellent. The score before the workshop ranged from 0 to 17 with mean (SD) 9.27 (4.2). The post-workshop score had a minimum to maximum score of 10-26 with mean (SD) of 16.18 (3.7) (p<0.005). The effect size d cohen (confidence interval [CI]) was 1.743 (0.942-2.545). The mean (SD) of absolute and relative gain was 10.8 (3.8) and 1.41 (0.07), respectively. 66.7% medical students showed a 30% rise in their post-workshop scores, the cut-off for effectiveness of the workshop. The evaluation of a workshop on research methodology provided insights into the outcomes and modifications required for their future improvement.