Facilitators and barriers around teaching concepts of hand hygiene to undergraduate medical students

Abstract

Background: Currently, there is limited literature examining the impact and appropriateness of the educational approaches used to teach medical students concepts around hand hygiene (HH).

Aim: To explore: (i) the perspectives of key academics and medical students towards HH and factors influencing compliance; (ii) the current teaching practices around HH in the medical school. We also aimed to examine options for new teaching and learning approaches to help improve student knowledge and attitudes towards HH.

Methods: Individual, in-depth interviews were conducted with key academics and medical students. Transcripts were analysed thematically.

Findings: Participants felt that students do not value the teaching around HH, nor do they find it interesting, especially in comparison to other subjects taught in the medical programme. The use of professional modelling, assessment tasks and feedback from patients and colleagues were the major educational recommendations; these could be implemented to help improve the attitudes of medical students towards HH and hopefully their compliance. Regular, small, group-scenario-based and/or practical hands-on sessions were also proposed. The need for a culture change was the overarching theme to foster sustainable HH practices among medical students.

Conclusion: Assessment and scenario-based learning and teaching approaches should be considered to help improve HH behaviours among medical students. Sustainability of these practices is likely to require role models and culture change around infection control.

Keywords: Barriers and facilitators; Hand hygiene; In-depth interviews; Medical students; Qualitative research; Teaching/learning.