Effects of educational versus peer discussion interventions on perceived competence in adolescents with medulloblastoma
Lingyun Zhu1★, Haoling Gong1, Yan Gao1★ Corresponding author
- 1Department of Neurosurgery, Jiangsu University Affiliated People’s Hospital of Jiangsu University, Zhenjiang, P.R.CHINA - 212002.
CORRESPONDENCE
Lingyun Zhu
Department of Neurosurgery, Jiangsu University Affiliated People’s Hospital of Jiangsu University, Zhenjiang, P.R.CHINA - 212002.
Received: 28-11-2014; Revised: 19-01-2015; Accepted: 05-02-2015.
Volume 49, Issue 3 · pp. 183–189 · PUBLISHED 2015 · 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.
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Zhu, L., Gong, H., & Gao, Y. (2015). Effects of educational versus peer discussion interventions on perceived competence in adolescents with medulloblastoma. Indian Journal of Pharmaceutical Education and Research, 49(3), 183–189. https://doi.org/10.5530/ijper.49.3.3