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Concurrent Field Practice Act as an Efficient Teaching Pedagogy to Originate Public Health Professionals A Bangladesh Context

机译:并发现场实践充当博士教训的高效教学教学教学教学教学教学教育学,起源了公共卫生专业人员孟加拉国背景

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Concurrent Field Practice-based teaching methods (CFPTM) have commenced globally parallel with the traditional teaching methods (TTM). The effectiveness of CFPTM in Bangladeshi educational settings has not been adequately studied yet. This study was undertaken to test the hypothesis that CFPTM is effective teaching method as compared to the TTM for Bangladeshi postgraduate public health students. Under a comparative interventional design two groups of postgraduate students [n=40 for each group], were selected purposively from the department of public health of the Daffodil International University, Dhaka, Bangladesh. Data were collected during pre and post intervention based on a topic that had been chosen to conduct the intervention followed interactive lecture method with CFP. Overall knowledge score (percentage) showed a significant increase in both the CFPTM (Baseline vs. Final, M±SD, 27±12 vs. 83±8, p<0.001) and TTM (27±18 vs. 40±17, p<0.001) among the groups. CFPTM showed a significantly higher knowledge score (p<0.001) as compared to TTM at the final time point. Analysis on individual components showed a result similar to the overall knowledge score. CFPTM seems to be superior and effective to TTM as a short-term interventional tool. CFPTM has been identified as an effective tool for postgraduate education in public health, which offers a new approach to equipping students with appropriate knowledge and skills that they need not only in their learning period but also in their service life.
机译:基于实地练习的教学方法(CFPTM)与传统的教学方法(TTM)进行全球平行。 CFPTM在孟加拉国教育环境中的有效性尚未得到充分研究。该研究是为了测试CFPTM与孟加拉国研究生公共卫生学生的TTM有效教学方法的假设。根据比较介入设计,两组研究生[每组= 40人],被孟加拉多岛达卡,孟加拉国达卡公共卫生部选出。基于已选择进行干预的主题,在预先和后干预期间收集数据,然后使用CFP进行交互式讲义方法。总体知识评分(百分比)显示CFPTM(基线与最终,M±SD,27±12 vs.83±8,P <0.001)和TTM(27±18与40±17,P组中<0.001)。与最终时间点的TTM相比,CFPTM显示出明显更高的知识分数(P <0.001)。对各个组件的分析显示了类似于整体知识分数的结果。 CFPTM似乎对TTM作为短期介入工具似乎优越而有效。 CFPTM已被确定为公共卫生的研究生教育的有效工具,它提供了一种新的学生,以适当的知识和技能,它们不仅在学习期间不需要,而且在他们的使用寿命中也需要。

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