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

Indian Journal of Pharmaceutical Education and Research

  • Lingyun Zhu1Department of Neurosurgery, Jiangsu University Affiliated People’s Hospital of Jiangsu University, Zhenjiang, P.R.CHINA - 212002.
  • Haoling Gong1Department of Neurosurgery, Jiangsu University Affiliated People’s Hospital of Jiangsu University, Zhenjiang, P.R.CHINA - 212002.
  • Yan Gao1Department of Neurosurgery, Jiangsu University Affiliated People’s Hospital of Jiangsu University, Zhenjiang, P.R.CHINA - 212002.

Volume 49 Issue 3 Pages 183-189

DOI: 10.5530/ijper.49.3.3

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.

Keywords

  • Adolescents
  • Education intervention
  • Medulloblastoma
  • Peer discussion intervention
  • Perceived
  • competence
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