Carroll JL, Wolpe PR; International Conference on AIDS.
Int Conf AIDS. 1989 Jun 4-9; 5: 899 (abstract no. E.583).
USA
OBJECTIVE: To examine the relationships between AIDS educational methodologies and the development and retention of knowledge and attitudes in first year medical students. METHOD: Randomized Pre-post Test Control Group Design utilizing 114 first year medical students from a large urban medical center. A total of six groups were given AIDS education. Two groups received either an experiential, didactic, or audio-visual educational format, while two control groups received no AIDS education. RESULTS: Data analysis revealed that there were no significant differences in AIDS knowledge or attitude scores with respect to teaching methodology. However, when attitudinal questions were analyzed separately, there were several significant differences in reported comfort levels in working with persons with AIDS. These results indicate that certain teaching methods may be more effective for teaching about AIDS, but that the most effective strategy would be to combine teaching methods. Qualitative data revealed that medical students are feeling afraid and uncomfortable about working with persons with AIDS and that they have a difficult time discussing their feelings. CONCLUSIONS: Much more work is necessary in the area of AIDS education. There is no comprehensive data on how medical students are being prepared to work in the current AIDS epidemic. This study sheds light on this area.
Publication Types:
Keywords:
- Acquired Immunodeficiency Syndrome
- Attitude
- Curriculum
- Education, Medical, Undergraduate
- Education, Nursing
- Education, Nursing, Baccalaureate
- Epidemiologic Studies
- Evaluation Studies
- Faculty, Nursing
- Health Education
- Human Development
- Knowledge
- Learning
- Retention (Psychology)
- Students, Medical
- Students, Nursing
- Teaching
- education
- methods
Other ID:
UI: 102180719
From Meeting Abstracts