Effectiveness of structured teaching programme on knowledge regarding prevention of congenital anomalies: A systematic review

Abstract

Introduction: Congenital anomaly was defined as a permanent change produced by an intrinsic abnormality of development in a body structure during prenatal life. An estimated 6% of babies worldwide are born with a congenital anomaly, resulting in hundreds of thousands of associated deaths. Methods: This article follow the review of text on congenital anomalies dated 2012 to 2016 found in internet searches and library studies with the keyword effectiveness, structured teaching programme, knowledge, congenital anomalies, using data base such as MEDLINE, CINAHL and ISI which index the vast majority of published journal and publication. Results: The results of the review of 23 articles showed that knowledge level about congenital anomalies is inadequate, and structure teaching programme create effective outcome for knowledge level.Conclusion: By reviewing many studies the researcher conclude that there was a serious inadequacy of knowledge about congenital anomalies and structure teaching program make effective outcome for improve it.