Das Sarthak, Vinayagamoorthy V, Malik Archana, Kundu Soumi, Kumar Tanishq, Varshney Saurabh, Tripathy Saroj Kumar
Department of Pediatrics, All India Institute of Medical Sciences, Deoghar, Jharkhand, India.
Department of Community and Family Medicine, All India Institute of Medical Sciences, Deoghar, Jharkhand, India.
J Educ Health Promot. 2025 Jul 4;14:231. doi: 10.4103/jehp.jehp_1459_24. eCollection 2025.
Childhood obesity among children has surged to epidemic levels, with a significant portion of India's population affected by morbid obesity in the 21 century. A concise module for primary care physicians to manage a case of childhood obesity in the Indian scenario as a physician of first contact at the community level is unavailable. The use of the ADDIE model for creating modules in medical education is not widespread in India and is relatively uncommon globally. Using the ADDIE model to develop a module in the pediatrics curriculum is relatively uncommon. The primary objective was to develop and implement a childhood obesity module for 3 prof part II MBBS students. The secondary objective was to evaluate the module's outcome.
The study was conducted in the Department of Pediatrics at the All India Institute of Medical Sciences (AIIMS), Deoghar, an institute of national importance (INI) in India. The ADDIE instructional design model was used for creating the structured childhood obesity module. Utilizing Kirkpatrick's framework for backward evaluation, we analyzed the module's effectiveness by considering students' feedback (Level 1) and their end-of-course scores (Level 2) in both cognitive and psychomotor domains.
The childhood obesity module was developed, and it was well received by students. The students found that the module could assist them in managing obese children in real-life situations and were highly satisfied with the module. There was a significant improvement in the mean scores of the MCQ and OSCE tests with effect sizes 4.7 (4.37-5.03) and 2.6 (2.29-2.91), respectively.
The ADDIE model is highly effective for developing modules in medical education specifically in pediatrics. This module was well received by the students and greatly improved their knowledge and skills. Modular teaching is an alternative to traditional methods, emphasizing its potential to enhance comprehension, fostering a more interactive learning environment, and an excellent approach for developing real-life management skills among medical students. It can be used to create modules for other topics in pediatrics and can also be applied to develop modules in other subjects.
儿童期肥胖已飙升至流行程度，在21世纪，印度很大一部分人口受到病态肥胖的影响。在印度的情况下，作为社区层面的首诊医生，初级保健医生缺乏一个用于管理儿童肥胖病例的简明模块。在医学教育中使用ADDIE模型来创建模块在印度并不普遍，在全球范围内也相对少见。在儿科学课程中使用ADDIE模型来开发一个模块相对罕见。主要目标是为医学学士（MBBS）三年级第二部分的学生开发并实施一个儿童肥胖模块。次要目标是评估该模块的效果。
该研究在印度具有国家重要性的机构——位于迪奥加尔的全印度医学科学研究所（AIIMS）的儿科进行。ADDIE教学设计模型被用于创建结构化的儿童肥胖模块。利用柯克帕特里克的逆向评估框架，我们通过考虑学生的反馈（第1级）以及他们在认知和心理运动领域的课程结束成绩（第2级）来分析该模块的有效性。
儿童肥胖模块已开发完成，并且受到了学生的好评。学生们发现该模块能够帮助他们在现实生活中管理肥胖儿童，并且对该模块非常满意。多项选择题（MCQ）和客观结构化临床考试（OSCE）测试的平均成绩有显著提高，效应大小分别为4.7（4.37 - 5.03）和2.6（2.29 - 2.91）。
ADDIE模型在医学教育特别是儿科学中开发模块非常有效。这个模块受到了学生的好评，并极大地提高了他们的知识和技能。模块化教学是传统方法的一种替代方式，强调其增强理解、营造更具互动性的学习环境的潜力，以及培养医学生现实生活管理技能的绝佳方法。它可用于创建儿科学其他主题的模块，也可应用于开发其他学科的模块。
