Limits...
Improving Pediatric Basic Life Support Performance Through Blended Learning With Web-Based Virtual Patients: Randomized Controlled Trial.

Lehmann R, Thiessen C, Frick B, Bosse HM, Nikendei C, Hoffmann GF, Tönshoff B, Huwendiek S - J. Med. Internet Res. (2015)

Bottom Line: Procedural knowledge of the intervention group was significantly superior to that of the control group at t1.At t2, the intervention group showed significantly better adherence to the algorithm and temporal demands, and better procedural quality of PBLS in objective measures than did the control group.Self-assessments differed significantly only at t1 in favor of the intervention group.

View Article: PubMed Central - HTML - PubMed

Affiliation: Center for Pediatrics and Adolescent Medicine, Department of General Pediatrics, University Hospital Heidelberg, Heidelberg, Germany. ronny.lehmann@med.uni-heidelberg.de.

ABSTRACT

Background: E-learning and blended learning approaches gain more and more popularity in emergency medicine curricula. So far, little data is available on the impact of such approaches on procedural learning and skill acquisition and their comparison with traditional approaches.

Objective: This study investigated the impact of a blended learning approach, including Web-based virtual patients (VPs) and standard pediatric basic life support (PBLS) training, on procedural knowledge, objective performance, and self-assessment.

Methods: A total of 57 medical students were randomly assigned to an intervention group (n=30) and a control group (n=27). Both groups received paper handouts in preparation of simulation-based PBLS training. The intervention group additionally completed two Web-based VPs with embedded video clips. Measurements were taken at randomization (t0), after the preparation period (t1), and after hands-on training (t2). Clinical decision-making skills and procedural knowledge were assessed at t0 and t1. PBLS performance was scored regarding adherence to the correct algorithm, conformance to temporal demands, and the quality of procedural steps at t1 and t2. Participants' self-assessments were recorded in all three measurements.

Results: Procedural knowledge of the intervention group was significantly superior to that of the control group at t1. At t2, the intervention group showed significantly better adherence to the algorithm and temporal demands, and better procedural quality of PBLS in objective measures than did the control group. These aspects differed between the groups even at t1 (after VPs, prior to practical training). Self-assessments differed significantly only at t1 in favor of the intervention group.

Conclusions: Training with VPs combined with hands-on training improves PBLS performance as judged by objective measures.

No MeSH data available.


Study design.
© Copyright Policy - open-access
Related In: Results  -  Collection

License 1 - License 2
getmorefigures.php?uid=PMC4526972&req=5

figure1: Study design.

Mentions: We used a two-group randomized trial design (see Figure 1). All participants were assessed regarding their self-assessment, clinical decision-making skills, and procedural knowledge (key-feature test) about PBLS after randomization to ensure comparability (prepreparation assessment, t0). PBLS training sessions were conducted 1 to 2 weeks after the preparation assessment. Both groups were requested to prepare themselves a day ahead of the appointed training using handouts we had distributed. In addition, the intervention group (IG) was granted access to VPs as mandatory preparation. After the preparation, on the day of the practical training, self-assessment and procedural knowledge were assessed again to compare the participants’ progress (postpreparation assessment, t1). Subsequently, we videotaped PBLS sequences undertaken by each participant for later scoring of their performances. Both groups then attended standard training on PBLS. Later that day, we again recorded PBLS demonstrations and reevaluated participants’ self-assessments after the practical training (posttraining assessment, t2). The study was conducted in September 2014.


Improving Pediatric Basic Life Support Performance Through Blended Learning With Web-Based Virtual Patients: Randomized Controlled Trial.

Lehmann R, Thiessen C, Frick B, Bosse HM, Nikendei C, Hoffmann GF, Tönshoff B, Huwendiek S - J. Med. Internet Res. (2015)

Study design.
© Copyright Policy - open-access
Related In: Results  -  Collection

License 1 - License 2
Show All Figures
getmorefigures.php?uid=PMC4526972&req=5

figure1: Study design.
Mentions: We used a two-group randomized trial design (see Figure 1). All participants were assessed regarding their self-assessment, clinical decision-making skills, and procedural knowledge (key-feature test) about PBLS after randomization to ensure comparability (prepreparation assessment, t0). PBLS training sessions were conducted 1 to 2 weeks after the preparation assessment. Both groups were requested to prepare themselves a day ahead of the appointed training using handouts we had distributed. In addition, the intervention group (IG) was granted access to VPs as mandatory preparation. After the preparation, on the day of the practical training, self-assessment and procedural knowledge were assessed again to compare the participants’ progress (postpreparation assessment, t1). Subsequently, we videotaped PBLS sequences undertaken by each participant for later scoring of their performances. Both groups then attended standard training on PBLS. Later that day, we again recorded PBLS demonstrations and reevaluated participants’ self-assessments after the practical training (posttraining assessment, t2). The study was conducted in September 2014.

Bottom Line: Procedural knowledge of the intervention group was significantly superior to that of the control group at t1.At t2, the intervention group showed significantly better adherence to the algorithm and temporal demands, and better procedural quality of PBLS in objective measures than did the control group.Self-assessments differed significantly only at t1 in favor of the intervention group.

View Article: PubMed Central - HTML - PubMed

Affiliation: Center for Pediatrics and Adolescent Medicine, Department of General Pediatrics, University Hospital Heidelberg, Heidelberg, Germany. ronny.lehmann@med.uni-heidelberg.de.

ABSTRACT

Background: E-learning and blended learning approaches gain more and more popularity in emergency medicine curricula. So far, little data is available on the impact of such approaches on procedural learning and skill acquisition and their comparison with traditional approaches.

Objective: This study investigated the impact of a blended learning approach, including Web-based virtual patients (VPs) and standard pediatric basic life support (PBLS) training, on procedural knowledge, objective performance, and self-assessment.

Methods: A total of 57 medical students were randomly assigned to an intervention group (n=30) and a control group (n=27). Both groups received paper handouts in preparation of simulation-based PBLS training. The intervention group additionally completed two Web-based VPs with embedded video clips. Measurements were taken at randomization (t0), after the preparation period (t1), and after hands-on training (t2). Clinical decision-making skills and procedural knowledge were assessed at t0 and t1. PBLS performance was scored regarding adherence to the correct algorithm, conformance to temporal demands, and the quality of procedural steps at t1 and t2. Participants' self-assessments were recorded in all three measurements.

Results: Procedural knowledge of the intervention group was significantly superior to that of the control group at t1. At t2, the intervention group showed significantly better adherence to the algorithm and temporal demands, and better procedural quality of PBLS in objective measures than did the control group. These aspects differed between the groups even at t1 (after VPs, prior to practical training). Self-assessments differed significantly only at t1 in favor of the intervention group.

Conclusions: Training with VPs combined with hands-on training improves PBLS performance as judged by objective measures.

No MeSH data available.