Hostname: page-component-78c5997874-94fs2 Total loading time: 0 Render date: 2024-11-16T07:25:36.522Z Has data issue: false hasContentIssue false
  • English
  • Français

The Effectiveness of Different E-Learning Modalities in Enhancing Neonatal Cardiopulmonary Resuscitation: Principles, Knowledge, and Communication Skills of Undergraduate Paramedic Students

Published online by Cambridge University Press:  16 August 2021

Serpil Yaylaci Open the ORCID record for Serpil Yaylaci [Opens in a new window]  and
Feray Guven Open the ORCID record for Feray Guven [Opens in a new window]
Serpil Yaylaci*
Affiliation:
Acibadem Mehmet Ali Aydinlar University, School of Medicine, Department of Emergency Medicine, Istanbul (Turkey) Acibadem Mehmet Ali Aydinlar University, Vocational School of Health Services, First and Emergency Aid Program, Istanbul (Turkey)
Feray Guven
Affiliation:
Acibadem Mehmet Ali Aydinlar University, Vocational School of Health Services, First and Emergency Aid Program, Istanbul (Turkey) Acibadem Mehmet Ali Aydinlar University, Center of Advanced Simulation and Education (CASE), Istanbul (Turkey)
*
Correspondence: Serpil Yaylaci, MD, Acibadem Mehmet Ali Aydinlar University School of Medicine, Department of Emergency Medicine Darüşşafaka Mahallesi, Büyükdere Caddesi, No: 40 Acıbadem Maslak Hastanesi, 34457, Sarıyer, Istanbul (Turkey) E-mail: [email protected]/[email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Introduction:

Paramedic students should have the crucial cognitive and psychomotor skills related to neonatal cardiopulmonary resuscitation (N-CPR).

Study Objective:

The aim of this study was to evaluate the effect of blended learning on the theoretical knowledge and preliminary knowledge of the psychomotor skills, adherence to the algorithm, and teamwork in simulation-based education (SBE) of N-CPR.

Methods:

This randomized, prospective study was conducted on 60 fourth-semester paramedic students. The participants were separated into two groups following a classroom lecture. Each group was assigned either a slide presentation (Group 1; SP-G) or a video clip (Group 2; V-G). All the participants answered multiple-choice questions (MCQs) and each group (Group 1 and Group 2) was divided into 10 sub-groups. These sub-groups were then tested in an observational performance evaluation (OPE) consisting of a neonatal asphyxia megacode scenario, after the classroom lecture and following the blended learning process.

Results:

Group performance, teamwork, communication skills, and adherence to the algorithm were evaluated. There was a significant difference in the MCQ and OPE results between the after classroom lecture and after blended learning for both groups. The average score of Group 2 was higher than Group 1 in the MCQ results (Mann-Whitney U test; P <.001). The average score of Group 2 was higher than Group 1 in the OPE results (Mann-Whitney U test; P = .002).

Conclusion:

Blended learning, especially video clips, in adjunction with the classroom lecture were effective in acquiring and developing both technical and non-technical skills among paramedic students in SBE of N-CPR training.

Keywords

cardiopulmonary resuscitationneonatesimulation trainingtraditional learningweb-based learning
Type
Original Research
Information
Prehospital and Disaster Medicine , Volume 36 , Issue 5 , October 2021 , pp. 576 - 585
Check for updates
Copyright
© The Author(s), 2021. Published by Cambridge University Press on behalf of the World Association for Disaster and Emergency Medicine

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aziz, K, Lee, HC, Escobedo, MB, et al. Part 5: Neonatal Resuscitation: 2020 American Heart Association Guidelines for Cardiopulmonary Resuscitation and Emergency Cardiovascular Care. Circulation. 2020;142(16_suppl_2):S524–S550.CrossRefGoogle ScholarPubMed
Singhal, N, Bhutta, ZA. Newborn resuscitation in resource-limited settings. Semin Fetal Neonatal Med. 2008;13(6):432–439.CrossRefGoogle ScholarPubMed
Lee, AC, Cousens, S, Wall, SN, et al. Neonatal resuscitation and immediate newborn assessment and stimulation for the prevention of neonatal deaths: a systematic review, meta-analysis and Delphi estimation of mortality effect. BMC Public Health. 2011;11 Suppl 3(Suppl 3):S12.CrossRefGoogle ScholarPubMed
McGaghie, WC, Issenberg, SB, Cohen, ER, et al. Does simulation-based medical education with deliberate practice yield better results than traditional clinical education? A meta-analytic comparative review of the evidence. Acad Med. 2011;86(6):706–711.CrossRefGoogle Scholar
Kho, MHT, Chew, KS, Azhar, MN, et al. Implementing blended learning in emergency airway management training: a randomized controlled trial. BMC Emerg Med. 2018;18(1):1.CrossRefGoogle ScholarPubMed
Lehmann, R, Thiessen, C, Frick, B, et al. Improving pediatric Basic Life Support performance through blended learning with web-based virtual patients: randomized controlled trial. J Med Internet Res. 2015;17(7):e162.CrossRefGoogle ScholarPubMed
Halverson, LR, Graham, CR. Learner engagement in blended learning environments: a conceptual framework. Online Learning. 2019;23(2):145–178.CrossRefGoogle Scholar
Liu, Q, Peng, W, Zhang, F, et al. The effectiveness of blended learning in health professions: systematic review and meta-analysis. J Med Internet Res 2016;18(1):e2.CrossRefGoogle ScholarPubMed
Singh, H. Building effective blended learning programs. Educational Technology. 2003;43(6):51–54.Google Scholar
Gray, K, Tobin, J. Introducing an online community into a clinical education setting: a pilot study of student and staff engagement and outcomes using blended learning. BMC Med Educ. 2010;10:6.CrossRefGoogle ScholarPubMed
Anglin, GJ, Vaez, H, Cunningham, KL. “Visual representation and learning: the role of static and animated graphics.” In: Jonassen, DH, eds. Handbook of Research on Educational Communication and Technology. New Jersey USA: Lawrence Erlbaum Associates; 2004:865–916.Google Scholar
Barron, AE. “Auditory instruction.” In: Jonassen, DH, eds. Handbook of Research on Educational Communication and Technology. New Jersey USA: Lawrence Erlbaum Associates; 2004:949–978.Google Scholar
Paas, F, Tuovinen, JE, Tabbers, H, et al. Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist. 2003;38(1):63–71.CrossRefGoogle Scholar
Mduma, E, Ersdal, H, Svensen, E, et al. Frequent brief on-site simulation training and reduction in 24-h neonatal mortality--an educational intervention study. Resuscitation. 2015;93:1–7.CrossRefGoogle Scholar
Duby, R, Hansen, M, Meckler, G, et al. Safety events in high-risk prehospital neonatal calls. Prehosp Emerg Care. 2018;22(1):34–40.CrossRefGoogle ScholarPubMed
Rahm, SJ. Newborn resuscitation. Emerg Med Serv. 2002;31(7):61–65.Google ScholarPubMed
Collopy, KT. The 2010 updates for pediatric life support: how do they impact EMS? Low survival rates show there is room for improvement when it comes to prehospital pediatric arrest management. EMS World. 2011;40(3):68–71.Google ScholarPubMed
Davies, A, Ramsay, J, Lindfield, H, et al. A blended approach to learning: added value and lessons learnt from students’ use of computer-based materials for neurological analysis. British Journal of Educational Technology. 2005;36(5):839–849.CrossRefGoogle Scholar
Tan, SM, Ladyshewsky, RK, Gardner, P. Using blogging to promote clinical reasoning and metacognition in undergraduate physiotherapy fieldwork programs. Australasian Journal of Educational Technology. 2010;26(3):355–368.10.14742/ajet.1080CrossRefGoogle Scholar
Makhdoom, N, Khoshhal, KI, Algaidi, S, et al. ‘Blended learning’ as an effective teaching and learning strategy in clinical medicine: a comparative cross-sectional university-based study. Journal of Taibah University Medical Sciences. 2013;8(1):12–17.CrossRefGoogle Scholar
Rowe, M, Frantz, J, Bozalek, V. The role of blended learning in the clinical education of healthcare students: a systematic review. Med Teach. 2012;34(4):e216–e221.CrossRefGoogle ScholarPubMed
Cardoso, AF, Moreli, L, Braga, FT, et al. Effect of a video on developing skills in undergraduate nursing students for the management of totally implantable central venous access ports. Nurse Educ Today. 2012;32(6):709–713.CrossRefGoogle ScholarPubMed
Forbes, H, Oprescu, FI, Downer, T, et al. Use of videos to support teaching and learning of clinical skills in nursing education: a review. Nurse Educ Today. 2016;42:53–56.CrossRefGoogle ScholarPubMed
Mousavi, SY, Low, R, Sweller, J. Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology. 1995;87(2):319–334.CrossRefGoogle Scholar
Clark, JM, Paivio, A. Dual coding theory and education. Educ Psychol Rev. 1991;3:149–210.CrossRefGoogle Scholar
Arguel, A, Jamet, E. Using video and static pictures to improve learning of procedural contents. Computers in Human Behavior. 2009;25(2):354–359.CrossRefGoogle Scholar