Effect of tuberculosis-related educational intervention on cognitive domain scores of undergraduate humanities students in Thane district, Maharashtra
DOI:
https://doi.org/10.7439/ijbr.v8i3.4002Keywords:
Educational InterventionAbstract
Objective: This complete-enumeration cross-sectional study was conducted to determine the effect of tuberculosis-related educational intervention on the cognitive domain scores of undergraduate Humanities students in Thane district, Maharashtra.
Methodology: After obtaining institutional approvals and written informed consent, participating undergraduate Humanities students (n=51) were oriented about the purpose of the study and a pre-test was administered. Subsequent to an educational intervention programme on various aspects of tuberculosis, the students were given a post-test questionnaire, which was identical to that of the pre-test. The pre- and post-test scores were statistically analysed.
Results: The differences between the correct responses to 12 out of 16 questions in pre- and post-test were significant. The mean correct responses in the post-tests were much higher than that for the pre-test for all questions. After the educational intervention, there was an overall improvement in scores for female students over that for males. The main sources of TB-related information were television (50.98%) and the Internet (27.45%).
Conclusion: Male students had higher scores in the pre-test but the post-test showed an overall improvement in scores for female students over that for males. After educational intervention, there was an overall improvement in the scores obtained by both male and female students.
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