Team Teaching for Maternal and Child Health Preparation Among Assistant Medical Officer Trainees: Confidence and Competency Outcomes
DOI:
https://doi.org/10.63719/johm.v23i2.247Keywords:
team teaching, clinical competency, maternal and child health, assistant medical officer, medical educationAbstract
Background: Assistant Medical Officer (AMO) trainees are expected to perform maternal and child health (MCH) procedures safely during clinical placement, yet confidence may remain low when earlier exposure is fragmented.
Methods: This single-group quasi-experimental pretest-posttest study evaluated a structured team-teaching intervention among 52 Semester 5 (Year 3 Semester I) trainees at the Training Institute, Ministry of Health Malaysia (ILKKM) Kota Kinabalu. The intervention involved two days of supervised practice covering 11 MCH procedures aligned with the Clinical Practice IV module. Competency was assessed during the structured training using the national Diploma in Medical and Health Sciences (DMHS) rubric, while confidence and satisfaction were measured using a content-validated questionnaire. The pre-intervention confidence assessment was conducted before team teaching, while the post-intervention confidence assessment was administered after trainees completed their subsequent two-week MCH clinical placement. Paired-sample t-tests were used to compare pre- and post-confidence scores.
Results: Mean self-perceived confidence scores increased from 2.31 ± 0.36 after the team-teaching intervention and subsequent MCH clinical posting (p < 0.001), with a large effect size (Cohen’s dz = 3.02). Most trainees demonstrated competency at Scores 3 and 4 across the assessed procedures. Positive responses to the three principal satisfaction indicators ranged from 90.4% to 94.2%. The findings indicate increased self-perceived confidence following the structured training and subsequent clinical exposures, alongside generally high competency performance and positive perceptions of the learning experience.
Conclusion: Structured team teaching combined with subsequent clinical exposure was associated with increased self-perceived confidence, while trainees demonstrated generally high competency during procedural assessment. The approach may support competency-based preparation within AMO training programmes, although further comparative evaluation is required to determine the specific contribution of team teaching.
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