Assessment of education effectiveness on patients' and students' viewpoints and feedback in multi-session treatments

Abstract

Assessment of education effectiveness on patients' and students' viewpoints and feedback in multi-session treatments

Background: Feedback is not as a skill but as a definite step in medical education. Receiving patient feedback is very important in promoting students' professional behavior. The aim of this study was to investigate the views and feedback of students and patients about multi-session treatments.

Materials and Methods: In this interventional study, 97 students were selected from the departments of perio, complete prosthesis and fixed prosthesis and were randomly divided into two groups. Students' communication skills were assessed by the Queen Dam test and all students with moderate communication skills were included in the study. The training was conducted in the form of a pamphlet with lectures and questions and answers in one session for 20 minutes and any necessary training was given on how to treat the patient based on the most up-to-date articles. The sample of patients was selected from patients referred to three clinical wards of the faculty (perio, complete prosthesis and fixed prosthesis), so that their treatment was performed by students of the two groups. In order to conduct the study, two separate questionnaires for patients (including 15 questions) and students (including 8 questions) were set in 4 items for each. The answers to both questionnaires were based on a 5-point Likert scale, and the scores in each domain were obtained from the sum of the scores of the questions in that domain. The validity and reliability of the questionnaires were determined. After treatment, both questionnaires were distributed among patients (with two groups of students) and students (trained and uneducated). Patients had no knowledge of whether or not the students are educated. The data obtained from both questionnaires were statistically analyzed by SPSS 20.

Results: 57.7% of students received pamphlet education and 42.3% had no education. 67.3% of the students in the full prosthesis group, 40.7% in the fixed prosthesis group and 53.3% in the perio group received training. Students' feedback and views showed that the areas of patient cooperation, time and discipline and interest in treatment in the group with training are significantly more than without training and the supervision of the treatment team is similar in the two groups. Patients' feedback and views showed that the areas of quality of care, patient confidence in the most appropriate treatment and time and discipline in the group with training is significantly more than without training and the support of the treatment team is similar in the two groups.

Conclusion: The educational intervention resulted in positive feedback from students and patients about multi-session treatments.