Gupta Madhu, Tripathy Jaya Prasad, Jamir Limalemla, Sarwa Ashutosh, Sinha Smita, Bhag Chering
Department of Community Medicine, School of Public Health, Post Graduate Institute of Medical Education and Research, Chandigarh.
Department of Operational Research, International Union Against Tuberculosis and Lung Disease, The Union South East Asia Office, New Delhi.
Adv Med Educ Pract. 2016 Dec 19;8:1-8. doi: 10.2147/AMEP.S111697. eCollection 2017.
Microteaching is an efficient teaching tool to improve skills. Until now, its use is very limited in the health sector. A pilot study was carried out to improve the quality of home-based postnatal care by microteaching of health workers (HWs) and ascertain its feasibility for supportive supervision.
All (n=12) the HWs catering to a population of ~0.1 million were video recorded while performing home-based postnatal check up in Chandigarh from August 2013 to December 2014. After each round, HWs were shown their videos and trained in the facility and at home. Video recordings, assessments followed by training, continued until HWs acquired the intended skills. A pretested structured checklist based on the national home-based postnatal care guidelines was used for recording and assessing of postnatal skills. A score "0" given for no task, "1" for incorrectly done or partially done task, and "2" for correct task. The average score of each round was calculated and compared.
The overall skill assessment score improved from 0.64 to 1.76, newborn examination skill from 0.52 to 1.63, maternal examination from 0.54 to 1.62, and counseling from 1.01 to 1.85 after three rounds of video recording. The proportion of HWs carrying a thermometer increased from 21% to 100%. Second and third rounds of video recording and microteaching were successfully carried out by the program supervisors.
This was the first study to report on the effective use of microteaching in improving home-based postnatal care skills of the health care workers and its feasibility for supportive supervision.
微格教学是提高技能的一种有效教学工具。到目前为止，它在卫生领域的应用非常有限。开展了一项试点研究，通过对卫生工作者进行微格教学来提高家庭产后护理质量，并确定其在支持性监督方面的可行性。
2013年8月至2014年12月期间，在昌迪加尔对所有（n = 12）为约10万人口提供服务的卫生工作者进行家庭产后检查时进行了录像。每一轮之后，向卫生工作者展示他们的视频，并在机构和家中进行培训。录像、评估后培训持续进行，直到卫生工作者掌握预期技能。使用基于国家家庭产后护理指南的预先测试的结构化检查表来记录和评估产后技能。无任务记“0”分，任务执行错误或部分完成记“1”分，任务正确记“2”分。计算并比较每一轮的平均得分。
经过三轮录像，整体技能评估得分从0.64提高到1.76，新生儿检查技能从0.52提高到1.63，产妇检查从0.54提高到1.62，咨询从1.01提高到1.85。携带体温计的卫生工作者比例从21%增加到100%。项目主管成功开展了第二轮和第三轮录像及微格教学。
这是第一项报告有效利用微格教学提高医护人员家庭产后护理技能及其在支持性监督方面可行性的研究。
