PRE-ANALYTICAL VARIABLES IN CLINICAL CHEMISTRY: TRAINING MEDICAL UNDERGRADUATES THROUGH CASE BASED DISCUSSION

Journal: International Journal of Clinical and Biomedical Research

Article type: Original Research Articles

Published: 2017-10-25

Volume: 3; Issue: 4; Pages: 33-38

ISSN: 2395-0471

DOI: 10.5455/ijcbr.2017.34.08

Article URL: https://journals.sumathipublications.com/article/article-1784652605939-791615503

PDF: https://journals.sumathipublications.com/article/article-1784652605939-791615503.pdf

JATS XML: https://journals.sumathipublications.com/article/article-1784652605939-791615503.xml

Authors

  1. Nimesh Archana
    Not available, refer to PDF
  2. Mehndiratta Mohit
    Not available, refer to PDF
  3. Agarwal Vibhuti
    Not available, refer to PDF
  4. Garg Seema
    Not available, refer to PDF
  5. Puri Dinesh
    Not available, refer to PDF

Abstract

Background: Pre-analytical variables in clinical chemistry are factors prior to the biochemical analysis of samples affecting laboratory test results accounting for 32-75% of errors leading to misdiagnosis, decreased quality of medical care services and wastage of monetary resources. Aim: To educate first year medical undergraduates about pre-analytical variables through case based discussion and lecture method of teaching and assess the gain in knowledge by these methods. Methods and material: Two batches of medical students namely A (N=50) and B (N=52) were assessed for their background knowledge on the topic using an MCQ based questionnaire (pre-test). Batch A and B were taught through didactic lecture and case based discussion respectively. Post-test questionnaire was conducted to test the gain in knowledge of both batches. Delayed post-test was conducted after 2 weeks to assess retention of knowledge amongst students. Results: Pre-test scores of Batch A and B were not significantly different indicating that both batches had similar background knowledge of topic. Post-test scores vs. pre-test scores were significantly higher in both batches implying that both batches benefitted from their respective teaching sessions. But post-test score of Batch B was significantly higher than that of Batch A indicating higher gain of knowledge through case based discussion. Delayed post-test score was also significantly higher in Batch B vs. A implying better retention of knowledge through case based discussions. Conclusion: Topic ˜Pre-analytical variables in clinical chemistry must be included in undergraduate medical curriculum. Case based discussion could be an effective module for teaching the same. 
 Key words:  Case based discussion; Didactic lecture; Medical students; Medical education; Pre-analytical variables.

Full Text

HTML full text is not available. Refer to the PDF galley.