Online Workshops Versus Live Medical Education on Self-Medication Literacy for Middle School Students. What Is the Best Pedagogic Method?

Authors

  • Ghita Dubory Department of General Medicine. Paris Sorbonne University
  • Victor Housset Department of Orthopaedic Surgery, Hôpital Henri Mondor, AP-HP, Université Paris Est Créteil (UPEC), 94010, Creteil, France; Cell and tissue engineering for musculoskeletal disorders (Group 5) / Biology of the NeuroMuscular System (INSERM Team 10) / Institut Mondor de Recherche Biomédicale, U955 INSERM-UPEC, Créteil
  • Roxanne Liard Department of General Medicine. Paris Sorbonne University
  • Claire Bastard Department of Orthopaedic Surgery, Hôpital Henri Mondor, AP-HP, Université Paris Est Créteil (UPEC), 94010, Creteil, France; Cell and tissue engineering for musculoskeletal disorders (Group 5) / Biology of the NeuroMuscular System (INSERM Team 10) / Institut Mondor de Recherche Biomédicale, U955 INSERM-UPEC, Créteil
  • Marine Joulin Paul Vaillant Couturier Middle School. 20 Rue Paul Vaillant Couturier, 94500 Champigny-sur-Marne
  • Angelo V. Vasiliadis Orthopaedic Surgery and Sports Medicine Department, Croix-Rousse Hospital, University Hospital, 69004 Lyon, France
  • Arnaud Dubory Department of Orthopaedic Surgery, Hôpital Henri Mondor, AP-HP, Université Paris Est Créteil (UPEC), 94010, Creteil, France; Cell and tissue engineering for musculoskeletal disorders (Group 5) / Biology of the NeuroMuscular System (INSERM Team 10) / Institut Mondor de Recherche Biomédicale, U955 INSERM-UPEC, Créteil https://orcid.org/0000-0001-7371-1645
  • Vasileios Giovanoulis Department of Orthopaedic Surgery, Hôpital Henri Mondor, AP-HP, Université Paris Est Créteil (UPEC), 94010, Creteil, France; Cell and tissue engineering for musculoskeletal disorders (Group 5) / Biology of the NeuroMuscular System (INSERM Team 10) / Institut Mondor de Recherche Biomédicale, U955 INSERM-UPEC, Créteil

DOI:

https://doi.org/10.5644/ama2006-124.449

Keywords:

Online, Medical Education, Workshop, Self-Medication, Middle School

Abstract

Objective. This study aimed to determine which pedagogic method, online workshops or live medical education, was the better way to teach about self-medication for middle school students.

Methods. The following groups were formed: group O (students receiving online education), group L (students participating in live medical education animated by a medical practitioner and a science teacher) and group C (students without any medical learning). To compare them, the students answered three multiple choice questions before and after the educational intervention. The students in group L were evaluated immediately after the live medical training and group O immediately after the online workshops (t1). Group C was only evaluated at t0.

Results. Group C N=195), group L (N=219) and group O (N=200, but 101 students who participated in the online workshops students dropped out before the end) were equivalent in terms of gender, but their ages and school grades were statistically different (P<0.001). A post-hoc test revealed that students in group O were older and in a higher grade than those in the other two groups (P<0.001) but the mean ages and school grades were equivalent in group L and group C. At t0, the results obtained were equivalent in the 3 groups. At t1, school students obtained better results in both groups (P<0.001) but these same results were significantly better in group L than those obtained in group O (P<0.001). Age, gender, school grade and school level had no effect on the students’ results.

Conclusion: The study’s findings suggest that live medical education is a superior approach for imparting self-medication knowledge to middle school students.



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Published

2024-08-23

How to Cite

Dubory, G., Housset, V., Liard, R., Bastard, C., Joulin, M., Vasiliadis, A. V. ., Dubory, A., & Giovanoulis, V. (2024). Online Workshops Versus Live Medical Education on Self-Medication Literacy for Middle School Students. What Is the Best Pedagogic Method?. Acta Medica Academica. https://doi.org/10.5644/ama2006-124.449

Issue

Section

Clinical Medicine