https://imcjms.com Ibrahim Medical College Journal of Medical Science https://imcjms.com/registration/journal_full_text/384 Thu, 05 Aug 2021 00:20:03 +0000 Abstract Background and objectives: The COVID-19 pandemic has affected face to face medical education and training activities around the world. The aim of this study was to provide remote practical handwashing training to health sciences students and to measure the effectiveness of the training provided and to create a feedback model. Methods: Students of the Paramedic department were included in the study. Two virtual classrooms were created via Zoom Video Communication system. An 11-step handwashing algorithm was developed. Two hours of remote handwashing training was given. Participants were asked to apply the handwashing application they learned at their own location and to record videos. Application videos were evaluated and scored. Results: A total of 135 Term-1 and Term 2 students of the Paramedic department participated in the study. The duration of the evaluated videos was on average 57.67 ± 12.69 (34-95) seconds. Fifty five (40.7%) of the participants successfully completed all the steps and their average success score was 10.3 ± 0.67 (8-11). The most failure (33.3%) in the process steps was the 9th step in which the wrists are rubbed with soap. Conclusion: Suitable teaching and feedback methods are required for medical and health science students who receive education and practical training remotely from home. IMC J Med Sci 2021; 15(2): 003. DOI: https://doi.org/10.3329/imcjms.v15i2.55810 *Correspondence: Hasan Gümüşboğa, Emergency Department of Sehitkamil State Hospital, Pirsultan, Cetin Emec cad. 27500, Sehitkamil/Gaziantep, Turkey. E-mail: profhasan@hotmail.com   Introduction The COVID-19 pandemic has deeply affected education and training activities around the world. In Turkey, education and internship program have been stopped within the scope of health measures and all kinds of patient contact are prohibited. However, some countries have graduated their medical students early to meet the increasing need for service [1,2].This new situation has created the risk of inadequate education in the field of health sciences where applied education is compulsory. University administrations had to make new decisions regarding the education of health sciences students [3]. Models such as virtual classroom creation, online learning and hybrid education models have been rapidly implemented. However, this situation has created new problems for applied trainings. The most important of these problems is the measurement of the effectiveness of the training provided. Hand hygiene is an important element in combating infectious diseases and hospital infection. Hand hygiene education is an element that increases the theoretical knowledge of students, predicts their practice and contributes to the fight against pandemic. One of the main recommendations published by the World Health Organization (WHO) for the public is to wash hands frequently and correctly to prevent SARS-CoV-2 infection [4]. During this period when the importance of hand hygiene education and distance education models are discussed, the fact that it is difficult to manage practical trainings remotely [5].The aim of this study was to provide handwashing training to health sciences students whose practical training was interrupted, to measure the effectiveness of the training provided, and to create a feedback model for remote practical training.   Materials and methods The study was approved by the institutional ethics committee. The study was conducted with first and second year paramedic students. No pre-test was applied as none of the participants had received handwashing training before. Workflow First step: Training content and plan were determined. The training plan included: a. learning the indications of handwashing b. correct handwashing application - Using the hand hygiene guide recommended by WHO [6] and the handwashing algorithm recommended by the Turkish Republic (TR) Ministry of Health [7], an 11-step handwashing algorithm of Hasan Kalyoncu University was created (Image-1), and c. Wrong applications during handwashing Second Step: Learning resources were determined and training materials were produced. At this stage, Power Point presentation, visual and written resources were prepared in accordance with the learning objectives and training content. Learning materials were created based on videos and brochures prepared by WHO and Turkish Ministry of Health. Using these guides, a 60-second implementation video was shot. The video and the prepared algorithm were sent to the groups in which the participants were included via the WhatsApp Messenger application. Third step: Two virtual classrooms consisting of first and second year students of the paramedic department were established over the Zoom Video Communications system. During the study, two hours of remote handwashing training was given to both groups separately by the coordinators of the study. In these presentations, handwashing skill was explained to the participants in practice. Participants were able to present instant questions and contribute during the presentation. Fourth step: It was aimed to provide feedback of the participants. Participants were asked to apply the handwashing application they learned at their own location and to record videos during the application. Participants were notified beforehand that recordings were limited to <100 seconds. The recorded images were sent to the study directors via e-mail within a period of 15 days. Fifth step: Application videos were evaluated. First of all, video quality was evaluated with the Global Quality Score (Table-1). Videos with a Global Quality Score of 4 and 5 were evaluated in terms of content. The application stages were scored separately according to the Hasan Kalyoncu University handwashing algorithm (Image-1). While evaluating the videos, "1 point" was given for each correct step of the participant and "0 point" for incorrect step. Each participant received a minimum of "0" and a maximum of "11" points from the applications. The participant who secured full 11 points from one application was deemed successful; the participant with less than 11 points was termed as failed. The videos were scored individually by two independent observers (two emergency medicine specialists with at least 5 years of experience) using a rubric. Participants who did not want to participate in the study, who wanted to leave the study, who did not submit their video recording on time, who had a Global video quality score of <4 and a video duration of <15 seconds were excluded from the study.   2026 Ibrahim Medical College. All rights reserved.