COMPARISON OF TRADITIONAL AND INTERACTIVE TEACHING METHODS OF FIRST MEDICAL CARE FOR PHARMACISTS AT THE POST-GRADUATE STAGE OF TRAINING: RANDOMIZED, PROSPECTIVE STUDY
Authors: Omelchuk Mykhailo , Sirenko Igor 
Published: November 2018

The aim of our work is to study and compare interactive and traditional teaching methods of pharmacists-interns for first medical care at the post-graduate educational stage. To prove statistically or to deny advantages of interactive teaching methods, such as: simulation training, based on clinical cases, interactive lecture, close discussion, Peyton’s 4 steps approach, positive criticism, based on two groups of pharmacists-interns, assessing the formed competence, stress-resistance and motivation for giving first medical care. This is a prospective, randomized, pilot study with two groups of pharmacists-interns at studying at the internship from 2014 to 2017 year, based on the Institute of post-graduate education of the National medical university (NMU), named after O. O. Bogomolets, at one of learning stages – «Care at urgent states and acute intoxications”. The participants were randomized and divided in two groups. There was formed the control group (CG), including 95 pharmacists-interns of 2014 year of admission, and in further the training was started according to the traditional methodology that doesn’t provide interactive methods and simulation. The experimental group (EG) included 104 pharmacists-interns of 2015 year of admission that the program using interactive methods was elaborated for. Interactive methods used in the experimental group, included: simulation training, based on clinical scenarios, interactive lecture, close discussion, practical activity using Peyton’s 4 steps approach, positive criticism. Activities lasted 12 hours in groups of 16 persons, there were also used diverse handbooks and posters according to ERC recommendations. Exclusion criteria were missing classes or failing a course. Indices of the experimental group demonstrated the growth of assuredness level at giving urgent care (UC) up to 75,0 %. The number of interns, satisfied with the structure and methodology of giving information – up to 92,3 %. The analysis of data, received at assessing tests, demonstrated that 85,6 % (high and middle) of EG at the final level (FL) of assessing fixed correctly the signs of the blood circulation stop comparing with 17,3 % in the initial result (IR); 86,5 % (high and middle) indicated correctly the time, given for conforming the blood circulation stop at FL comparing with 22,1 % in IR; 80,8 % (high and middle) chose the tactics at the blood circulation stop correctly at FL comparing with 28,8 % in IR; the number of pharmacists-interns, who know medicaments, administered at CPR grew from 31,7 % at IR to 90,4 % (high and middle) at FL; at the beginning of studying only 6,7 % chose the tactics at giving first medical care to traumatized patients correctly, at the final assessment – 69,2 % (high and middle) in FR.; 88,4 % (high and middle) chose the technique of stopping bleeding in FR comparing with 54,8 % in IR. The results of the initial and final assessing of formation levels of the competence in the control group (CG) didn’t statistically differ. Our study considered the new model of the curriculum using interactive teaching methods comparing with the traditional one. Interactive methods such as simulation training, based on clinical scenarios, interactive lecture, close discussion, Peyton’s 4 steps approach, positive criticism demonstrated their effectiveness.