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Published on:9th Feb, 2015
Indian Journal of Pharmaceutical Education and Research, 2015; 49(3):183-189
Pharmaceutical Education | doi:10.5530/ijper.49.3.3

Effects of educational versus peer discussion interventions on perceived competence in adolescents with medulloblastoma


Authors and affiliation (s):

Lingyun Zhu*, Haoling Gong and Yan Gao

Department of Neurosurgery, Jiangsu University Affiliated People’s Hospital of Jiangsu University, Zhenjiang, P.R.CHINA - 212002

Abstract:

Context: Limited documentation exists on the effectiveness of education-based (EG) versus peer discussionbased (PDG) group interventions on perceived competence of adolescents suffering from medulloblastoma. Aims: This study was conducted to investigate which of these approaches offers the more beneficial outcomes to participants. Settings and Design: In a hospital in Zhenjiang, China, a total of 45 pediatric patients with standard risk or high risk medulloblastoma were randomly assigned to the EG or PDG interventions. Methods and Material: The Self-Perception Profile for Children (SPPC) and the Life Orientation Test—Revised (LOT-R) questionnaires were used to measure perceived competence and dispositional optimism or pessimism. Statistical analysis used: Adjustment was measured before the intervention, immediately after the intervention, at two weeks after, and six months after the intervention. Results: Participants in both groups showed improvement over time. The EG participants scored themselves higher on subscales including social acceptance, global self-worth and behavioral conduct at 2 weeks compared with those in the PDG (P<0.05). However, no significant differences were found between the groups at 6 months. Moreover, pessimists did not benefit more by attending an EG intervention than they did by attending a PDG intervention. Conclusion: The results show EG intervention seeming to enhance shortterm, rather than long-term, perceived competence. Longitudinal studies are warranted to further identify targeted interventions to maximize healthy survivorship.

Key words: Adolescents, Education intervention, Medulloblastoma, Peer discussion intervention, Perceived competence.

 

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The Official Journal of Association of Pharmaceutical Teachers of India (APTI)
(Registered under Registration of Societies Act XXI of 1860 No. 122 of 1966-1967, Lucknow)

Indian Journal of Pharmaceutical Education and Research (IJPER) [ISSN-0019-5464] is the official journal of Association of Pharmaceutical Teachers of India (APTI) and is being published since 1967.

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