Comparing online and onsite simulation modules for improving knowledge and confidence in disaster preparedness among undergraduate medical students
Dublin Core
Title
Comparing online and onsite simulation modules for improving knowledge and confidence in disaster preparedness among undergraduate medical students
Subject
Simulation, Disaster preparedness, COVID-19 pandemic, Tabletop exercise
Description
Abstract
Background Disaster preparedness is one of the critical strategies for effectively managing disasters and has been
an area of high focus in the healthcare sector over the past few decades. The current Indian medical undergraduate
curriculum does not describe any novel methods for disaster preparedness training. There is a need for a better
understanding of novel teaching-learning methods and modes for administering disaster preparedness training
among Indian medical students.
Objectives Describe the undergraduate medical students’ baseline knowledge and confidence level of disaster
preparedness. Compare undergraduate medical students’ knowledge scores and confidence levels on disaster
preparedness after online and onsite delivery of the disaster preparedness module.
Methods In this educational interventional study, 103 medical students were divided into two groups and subjected
to an online or onsite session of the validated disaster preparedness module (based on the COVID-19 pandemic),
encompassing a simulation-based tabletop exercise. Baseline testing was done for 52 participants in the online group
and 51 in the onsite group of the study. Post-intervention, they were assessed with single-response type MCQs for
knowledge and Likert scale-based questions for confidence scores. The pretest and posttest scores were collected,
and the data were analysed using two-tailed t-tests for paired analysis of within-group (online group or onsite group)
and heteroscedastic analysis of between-group datasets.
Results One hundred and three participants completed the exercise—52 participants were from the online group,
and 51 were from the onsite group. After the intervention, there was a statistically significant increase in knowledge
and confidence in both online and onsite groups. There is, however, no significant difference in the ‘percentage
change’ in ‘knowledge’ or ‘confidence’ between the groups.
Conclusions Our study indicates that the disaster preparedness module, delivered online and onsite, improves
knowledge and confidence among undergraduate medical students. However, there is no superiority between one
Background Disaster preparedness is one of the critical strategies for effectively managing disasters and has been
an area of high focus in the healthcare sector over the past few decades. The current Indian medical undergraduate
curriculum does not describe any novel methods for disaster preparedness training. There is a need for a better
understanding of novel teaching-learning methods and modes for administering disaster preparedness training
among Indian medical students.
Objectives Describe the undergraduate medical students’ baseline knowledge and confidence level of disaster
preparedness. Compare undergraduate medical students’ knowledge scores and confidence levels on disaster
preparedness after online and onsite delivery of the disaster preparedness module.
Methods In this educational interventional study, 103 medical students were divided into two groups and subjected
to an online or onsite session of the validated disaster preparedness module (based on the COVID-19 pandemic),
encompassing a simulation-based tabletop exercise. Baseline testing was done for 52 participants in the online group
and 51 in the onsite group of the study. Post-intervention, they were assessed with single-response type MCQs for
knowledge and Likert scale-based questions for confidence scores. The pretest and posttest scores were collected,
and the data were analysed using two-tailed t-tests for paired analysis of within-group (online group or onsite group)
and heteroscedastic analysis of between-group datasets.
Results One hundred and three participants completed the exercise—52 participants were from the online group,
and 51 were from the onsite group. After the intervention, there was a statistically significant increase in knowledge
and confidence in both online and onsite groups. There is, however, no significant difference in the ‘percentage
change’ in ‘knowledge’ or ‘confidence’ between the groups.
Conclusions Our study indicates that the disaster preparedness module, delivered online and onsite, improves
knowledge and confidence among undergraduate medical students. However, there is no superiority between one
Creator
Vimal Krishnan S1,2*, Aaditya Katyal1
, Soumya S Nair1
and Kirtana Raghurama Nayak1
, Soumya S Nair1
and Kirtana Raghurama Nayak1
Source
https://doi.org/10.1186/s12245-024-00667-5
Date
2024
Contributor
Peri Irawan
Format
pdf
Language
english
Type
text
Files
Collection
Citation
Vimal Krishnan S1,2*, Aaditya Katyal1
, Soumya S Nair1
and Kirtana Raghurama Nayak1, “Comparing online and onsite simulation modules for improving knowledge and confidence in disaster preparedness among undergraduate medical students,” Repository Horizon University Indonesia, accessed April 26, 2026, https://repository.horizon.ac.id/items/show/12387.