Using Gagné’s Instructional Design to Improve Learning in Obstetric Emergencies
Author Information
Author(s): Muacevic Alexander, Adler John R, Daniel Akshatha, Nagandla Kavitha, Daniel Shriyaa
Primary Institution: West Middlesex University Hospital, International Medical University, University of Leeds
Hypothesis
Can Gagné’s nine-step instructional model enhance learning outcomes in clinical simulation for obstetric emergencies?
Conclusion
Gagné’s instructional model significantly improved knowledge acquisition and student satisfaction in managing postpartum hemorrhage.
Supporting Evidence
- The post-test scores were significantly higher than pre-test scores.
- Students rated the instructional activities highly, averaging 5/5.
- Thematic analysis revealed key areas for improvement in the simulation sessions.
Takeaway
This study shows that using a structured teaching method helps medical students learn better how to handle emergencies during childbirth.
Methodology
The study used pre- and post-tests, a Likert scale questionnaire, and focus group discussions to evaluate knowledge gains and student satisfaction.
Limitations
The study focused on a single cohort of students, limiting generalizability, and did not assess long-term knowledge retention.
Participant Demographics
Fourth-year medical students from various institutions.
Statistical Information
P-Value
<0.001
Confidence Interval
95% CI: 76.8-81.1
Statistical Significance
p<0.001
Digital Object Identifier (DOI)
Want to read the original?
Access the complete publication on the publisher's website