Infection control practices in health care: Teaching and learning requirements of medical undergraduates

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• 作者：Med Cdt Afreen Ayub^a ; Ashish Goyal^b ; Anupam Kotwal^c ; Aniket Kulkarni^b ; Col Atul Kotwal ; SM^d ; ^{dratulkotwal@gmail.com} ; ^{atuljyoti2710@hotmail.com} ; Air Cmde Ajoy Mahen^e
• 关键词：Standard precautions ; Medical students ; Medical faculty ; Infection control ; Hand hygiene ; Teaching&ndash ; learning
• 刊名：Medical Journal Armed Forces India
• 出版年：2013
• 出版时间：April, 2013
• 年：2013
• 卷：69
• 期：2
• 页码：107-112
• 全文大小：285 K

文摘

Background

Compliance and implementation of infection control guidelines have been recognized as efficient means to prevent and control hospital acquired infections.

Objectives

To evaluate knowledge and practices about infection control guidelines amongst medical students and to explore their education needs as perceived by them and faculty.

Methods

A total of 160 final year students and 100 faculty members of one of the top medical colleges in India were selected by simple random sampling in each group as per sample size of 143 students (alpha 0.05, error 7 % , prevalence 60 % ) and 99 (error 7.5 % ) faculty. Data collected by pilot-tested, unlinked, anonymous questionnaire.

Results

Amongst students, knowledge (77.50 % ; 95 % CI, 70.24-83.72) was mixed with misconceptions. Only 31.25 % always followed hand hygiene procedure; 50 % recapped needles; disposal of hazardous material into designated containers always was low (sharps 20 % , contaminated items 25 % ). Despite experiencing needle stick injury (6.25 % ) and splashes (40 % ), less than 30 % reported these as 44 % were unaware of reporting procedure. The discord between the perceptions of faculty regarding students and students' own perceptions was clearly evident (all Kappa values less than 0.50). Students and faculty agreed on workshops (58.13 % and 58 % ) and reinforcement by colleagues (51 % and 54 % ) but not on on-job training (51 % and 34 % ) and part of curriculum (48 % and 40 % ) for teaching-learning infection control.

Conclusion

Tackling disconnect between students and faculty perceptions and empowering students with knowledge and skills in infection control is important. Approach needs to be researched and formulated as current methods seem to be inadequate.