جستجوی مقالات مرتبط با کلیدواژه "teach" در نشریات گروه "پزشکی"

The presence of a mentally retarded child is a stressful experience for the family, especially mothers. The present study aimed to determine the effect of resilience education by the teach-back method on the stress of mothers of educable mentally retarded children.
Materials and MethodsIn this field trial study, 70 mothers of educable mentally retarded children were selected as the sample using convenience sampling method and then assigned to the intervention (n=35) and control groups (n=35) based on block random allocation. Each mother in the intervention group participated in 8 sessions of resilience education by the teach-back method (each session lasted 30-45 minutes) in a period of 30 days. The Parenting Stress Index of Abidin and Connor-Davidson Resilience Scale were filled out by mothers of the intervention (teach-back) and control groups in pretest and posttest. The obtained data were analyzed using SPSS version 16.0 software.
The mean score of maternal stress before the intervention was 127.94 ± 22.35 in the intervention group, and 129.31±21.82 in the control group. These values after the intervention were 88.6±17.98 and 135.23±23.08 in the intervention and control groups, respectively. In addition, the mean score of resilience before the intervention was 29.17±11.95 in the intervention group, and 25.89±10.3 in the control group. These values after the intervention were obtained 58.94±9.43 and 22.2±8.17 in the intervention and control groups, respectively. There was a significant difference between the intervention and control groups in the mean score of stress and resilience one month after the completion of intervention (p­ConclusionThe study showed that resilience education through teach-back had a significant effect on reducing stress and increasing resiliency of mothers of educable mentally retarded children.

Despite published guidelines emphasizing the importance of education in preventing readmissions, the most effective means of educating hospitalized patients with heart failure (HF) about their self-care remains unknown.. The aim of this study was to determine the effects of group education with the teach-back method on the readmission of HF patients..Patients and A randomized, controlled trial was conducted at two academic health care systems in Ahvaz. A total of 100 patients aged 50 years and older were enrolled during hospitalization for the treatment of heart failure. Patients in the intervention group were educated and evaluated using the teach-back method as part of usual care. Data on patients’ ability to recall educational information while hospitalized and during follow-up approximately seven days after hospital discharge were collected. Readmissions were confirmed through follow-up telephone calls and reviews of medical records. The data were analyzed with the Mann-Whitney statistical test to compare the proportion of readmissions in each study groups using SPSS. 22.. Patients correctly answered three out of four, or 75%, of self-care teach-back questions. In the intervention group, greater time spent teaching was significantly associated with correctly answered questions (P <. 001). The number of readmissions for heart failure was reduced by 56.2% in the intervention group (44 vs. 21, P = 0.04).. This study will be an important step in creating an evidence base for the relative benefits of different educational strategies for reducing readmissions..

Foot problems are common among patients with diabetes mellitus. In most cases, these problems finally result in amputation. The aim of this study was to investigate the impact of teach-back education on foot self-care among patients with type II diabetes. This controlled quasi-experimental study was conducted on 70 patients with type II diabetes referring to Birjand Diabetes Clinic, Birjand, Iran. Patients were randomly and equally assigned to the teach-back and the control groups. The study data were collected via the Orem’s nursing assessment form and a researcher-made foot self-care behaviors questionnaire. Based on patients’ educational needs and self-care deficits, foot self-care educations were provided personally and face-to-face to patients in the teach-back group in two to three sessions. Each session lasted 25–30 minutes. Patients in the control group received only the educations which were routinely provided in the study setting. The study questionnaires were recompleted through interviewing participants seven days and also one and three months after the intervention. The analysis of the study data was performed via the SPSS software (v. 16.0). The study groups were compared regarding patients’ demographic characteristics and foot self-care behaviors scores by conducting the Chi-square, the Fisher’s exact, and the independent-samples t test. In addition, within-group comparisons were performed by doing within-group analysis of variance and the Bonferroni’s post hoc test at a significance level of 0.05. The results of within-group analysis of variance and the Bonferroni’s post hoc test showed that in the teach-back group, the mean score of foot self-care at seven days and one and three months after the intervention was significantly higher than pretest readings (P<0.001). Moreover, all of the three pretest-posttest mean differences of self-care scores in the teach-back group were significantly greater than the control group (P<0.001). One and three months after the study intervention, the mean score of foot self-care in the teach-back group was significantly higher than both the pretest readings in the same group and the control group. These findings imply that teach-back education is effective in enhancing information retention. Using this technique in larger-scale studies is recommended for improving patients’ self-care ability.

Microteaching, a teacher training technique currently practiced worldwide, provides teachers an opportunity to perk up their teaching skills by improving the various simple tasks called teaching skills. With the proven success among the novice and seniors, microteaching helps to promote real-time teaching experiences. The core skills of microteaching such as presentation and reinforcement skills help the novice teachers to learn the art of teaching at ease and to the maximum extent. The impact of this technique has been widely seen in various forms of education such as health sciences, life sciences, and other areas. The emerging changes in medical curricula by the Medical Council of India and the role of medical teachers envisage the need of this special training of teachers and monitoring of their skills for their continued efficient performance at any age. The alleged limitations of microteaching can be minimized by implementing this at the departmental level in several sequences. The author made literature search of research and review articles in various educational databases, journals, and books. From the reference list of published articles, books were also reviewed. This paper presents an outline of the various phases of microteaching, core teaching skills, implementation aspects, and the impact of microteaching on medical education.