The Effect of Distraction Techniques on Pain Intensity and Acetaminophen Received after Tonsillectomy in Children Aged 5-12 Years Old

Background: Tonsillectomy is a common painful surgery in children. One of the methods of pain relief is the use of non-pharmacological treatments.      Aim: This study was performed with aim to determine the effect of distraction Techniques on pain intensity and acetaminophen received after tonsillectomy in children aged 5-12 years old. Method: This experimental study was conducted on 75 children aged 5-12 years old from September 2020 to March 2021. The subjects by random allocation method were divided into two intervention groups (1: watching cartoons, 2: listening to music) and one control group. Wong-Baker Faces Pain Rating Scale and the Numerical Pain Rating Scale (NRS) were used to report pain intensity. Data were analysed by SPSS software (version 25) and inferential statistical tests, such as Wilcoxon, kruskal-wallis, chi-square, and Mann-Whitney U. P<0.05 was considered statistically significant. Results: In the intervention group 1, significant difference was found between before and after the intervention in terms of pain intensity (p <0.001). After the intervention, there was a significant difference in the pain intensity and acetaminophen received between the intervention group1 and 2 and between the intervention group 1 and the control group (p <0.001). Implications for Practice: Distraction techniques by watching cartoons reduce postoperative pain and acetaminophen received. Therefore, it is recommended that these techniques be used by patients or their caregivers to reduce pain after tonsillectomy

Investigating the attitude of medical students to the effect of applying correct skills of teacher-student communication on learning physiology

Background: Physiology is one of the most basic lessons among medical education courses. The teacher can facilitate the teaching process for compensating deficiencies in textbooks.Method: This study was a descriptive cross-sectional study and the available sampling method was used. The study population in this study was students of Abadan University of Medical Sciences who had physiology lessons in their curriculum in the first semester of the 2019-2020 academic years.Results: The results showed that respect for the student's personality, teacher's scientific mastery of the subject of teaching and a few minutes break between teaching with %95.7, the flexibility of the teacher and the interest in teaching with 92.7%, the up-to-datedness of the teacher with 92.7%, and the way of speaking and pleasantness of the teacher with 91.3% have the greatest impact on increasing learning of students. On the other hand, teacher's strictness with %46.5 and teacher's stubbornness with %8.7 had the least effect on increasing student's learningConclusions: The results obtained regarding the correct communication skills between teacher and students as the most effective in better learning physiology lessons and the highest scores, respectively, were:: teacher's scientific mastery, teacher's expression, respect for the student's personality by the teacher, teacher's up to dateness, teacher's flexibility, teacher's sobriety, teacher's appropriate class management, teacher's high self-confidence, teacher's patience, teacher's kindness, and teacher's interest in teaching