Assessing the Effectiveness of a Structured Teaching-Learning Module in Improving Knowledge and Skills in Writing Injury Reports Among the Undergraduate Medical Students of a Tertiary Care Center in India.

Background The ability to write accurate and comprehensive injury reports is a crucial skill for medical professionals, particularly those working in emergency medicine and trauma care. A structured teaching-learning (TL) module can enhance the knowledge and skills of undergraduate medical students in this area. Aim The study aims to assess students' performance in cognitive, psychomotor, and communication domains of injury report writing before and after implementing the proposed structured TL module and compare the findings to evaluate the efficacy between the existing TL module and the proposed module. Methods A total of 50 undergraduate Bachelor of Medicine, Bachelor of Surgery (MBBS) students of the tertiary care center consented to participate in the study. A total of 41 students participated throughout the entire study duration and were considered for data analysis. The performance of the students was evaluated through assessment and a structured grading description was utilized for distribution of marks. Data were collected, compiled, and analyzed with the help of IBM SPSS Statistics for Windows, Version 16 (Released 2007; IBM Corp., Armonk, New York, United States). Results The percentage of students scoring higher than 60% marks in all three domains after the implementation of the proposed module in both immediate post-implementation assessment and two months after post-implementation assessment in comparison to pre-implementation assessment has been found to be statistically significant (p-value < 0.01). Conclusion The study observed improvement of performance in all three domains of the competency after implementation of the structured TL module which can be attributed to the introduction of more interactive sessions both in the form of small-group learning and bedside learning in the proposed module.