| Abstract
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The purpose of this study was to determine the efficacy of simulation and lecture/discussion on attitudes and knowledge of visual impairments among Omani medical students. The study sought to examine teaching approaches that pertain to knowledge gain and attitude formation in adult learners. The generalization of teaching methods across cultures was also addressed. The study utilized a three group pretest/posttest design. Intervention methodology was identified the independent variable. Posttest scores on the Attitude to Blindness Scale and a researcher developed knowledge test of visual impairments were identified as dependent variables. Pretest scores served as covariates. Experimental subjects were from the first, second, and third year class of the College of Medicine at Sultan Qaboos University in Muscat, Oman. Subjects were randomly assigned to Treatment Group A (lecture/discussion plus simulation), or Treatment Group B (lecture/discussion only). Control Group C were medical students who did not participate in the study. Both Treatment Groups participated in a 2 hour lecture/discussion presentation. Educational and rehabilitation aspects of visual handicaps were presented. After a break in the lecture, Treatment Group A participated in simulation tasks for 50 minutes in another classroom. Treatment Group B continued in the lecture/discussion for an additional 50 minutes. Simulation activities simulated blindness and low vision. Tasks included tactile identification, olfactory identification, auditory identification, dressing/grooming tasks, food preparation, reading skills, and orientation and mobility skills. Results of the separate one-way ANCOVAs revealed statistically significant differences between treatment groups on the attitude scale (F (2,55) = 22.76, p =.0001 <.05). Differences were noted between the simulation group and control group, however, no differences were noted between the two treatment groups. The ANCOVA revealed statistically significant differences between treatment groups on the knowledge scale (F (2,55) = 42.95, p =.0001 <.05). While this study did not produce significant differences between treatment groups, the results support the effectiveness of the combined intervention strategies (lecture/discussion plus simulation) to influence attitudes and knowledge within the Omani culture.
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