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A Comparison Of Internet-Based Learning And Traditional Classroom Lecture To Learn Cpr For Continuing Medical Education

Year 2013, Volume: 14 Issue: 1, 256 - 265, 01.03.2013

Abstract

The purpose of this study was to compare the satisfaction and effectiveness of Internet-based learning (IBL) and traditional classroom lecture (TCL) for continuing medical education (CME) programs by comparing final resuscitation exam results of physicians who received the newest cardiopulmonary resuscitation (CPR) curriculum guidelines training either by traditional or by an Internet-based CME. A randomized two-group pretest-posttest quasi-experimental design was used. Postgraduate general physician trainees of Iran medical schools were participated. Two methods were compared for teaching the newest curriculum guidelines of the American Heart Association: lecture method in which the teacher follows a Power point presentation with linear layout, and with interactive self-assessment and Scenario-based learning, feedback, multimedia with linear and nonlinear layout with the same power point presentation as lecture in terms of text and photography. The data on final CPR exam grades, collected both groups trained physicians, were obtained for a total of 80 physicians in 2011. An independent sample t-test analysis indicated that participants in the IBL format reported significantly higher mean ratings for this format (62.5 ±2.32) than TCL format (54.6±2.18) (p=.001). There were no significant differences between the two groups in cognitive gains (p

References

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  • O’Donnell, C., & Skinner, A. (1993). An evaluation of a short course in resuscitation training in a district general hospital. Resuscitation; 26: 1-8.
  • Ruiz J. G, Mintzer M. J, Leipzig R. M. (2006). The impact of E-learning in medical education. Acad Med; 81: 207–212.
  • Sanford M, Hazelwood S, Bridges A, et al. (1996). Effectiveness of computer-assisted interactive video instruction in teaching rheumatology to physical and occupational therapy students. Journal of Allied Health; 25(2): 141-8.
  • Schmidt S, Arndt M, Gaston S, Miller B. (1991). The effectiveness of computer-managed instruction versus traditional classroom lecture on achievement outcomes. Computers in Nursing; 9: 159-63.
  • Schulz, S., Schrader,U., and Klar, R., (1997). Computer-based training and electronic publishing in the health sector: Tools and trends. Methods Inf. Med; 36:149–153,
  • Hulsman, R. L., Ros, W.J.G., Winnubst, J. A. M., Bensing, J. M. (2002). The effectiveness of a computer-assisted instruction program on communication skills of medical specialists in oncology. Medical Education Journal; 36(2): 125-135.
  • Kulik, J. A. (1994). (Meta-analytic studies of findings on computer based instruction. In Technology Assessment in Education and Training. E.L. Baker and H.F. O’Neil, eds. Hillsdale, NJ: Lawrence Erlbaum Associates; pp. 3-9.

Nima HEMMATI Students Scientific Research Centre

Year 2013, Volume: 14 Issue: 1, 256 - 265, 01.03.2013

Abstract

References

  • Faghihi SH., Farokhinia F. (2003). Periodontal Infectious Diseases as a Risk Factor in
  • Cardiovascular Diseases. Journal of Dentistry (Shiraz University of Medical Sciences); 4(2 (7)):71-79. Badger, T. & Rawstorne, D. (1998). An evaluative study of pre-registration nursing students’ skills in basic life support. Nurse Education Today; 18: 231-236.
  • Bishop TM. The return on investment in online education. J Vet Med Educ. 2007; 34(3):257-62.United Kingdom Central Council. Fitness for practice, The UKCC
  • Commission for Nursing and Midwifery Education (Peach Report), London: UKCC. 1999.
  • Bradshaw, C., & Dale, C. (1999). Informed choice. Nursing Management; 6 (3): 8-12.
  • Creutzfeldt J, Hedman L, Medin C, Wallin C. J, Felländer-Tsai L. (2008): Effects of repeated CPR training in virtual worlds on medical students' performance. Stud Health Technol Inform; 132: 89–94.
  • Department of Health. (2000). A health service of all the talents: developing the NHS) workforce, London: Department of Health.
  • Edwards, M., & Hannah, K. (1985). An examination of the use of interactive videodisc
  • CPR instruction for the lay community. Computers in Nursing; 3 (6): 250-252. Engum S, Jeffries P, Fisher L.(2003). Intravenous catheter training system: Computer- based education versus traditional learning methods. American Journal of Surgery; 186: 67- 74.
  • Friedman, R. B. (n.d.). Top ten reasons the World Wide Web may fail to change medical education. Acad. Med. Garcia-Barbero M, Caturla-Such J. (1999). What are we doing in cardiopulmonary resuscitation training in Europe? An analysis of a survey. Resuscitation; 41: 225–36.
  • Hopstock L. A. (2008). Cardiopulmonary resuscitation; use, training and selfconfidence in skills: self-report study among hospital personnel. Scand J Trauma Resusc Emerg Med;
  • Electroni publication ahead of print. Isbye DL, Hİiby P, Rasmussen MB, Sommer J, Lippert FK, Ringsted C, et al. (2008). Voice advisory manikin versus instructor facilitated training in cardiopulmonary resuscitation. Resuscitation; 79:73–81.
  • Kim J, Chang S, Lee S, Jun E, Kim Y. (2002). an experimental study of students’ self- learning of the san- yin- Jiao pressure procedure using CD-ROM or printed materials.
  • Journal of Nursing Education; 42(8): 371-6. Kinney P, Keskula D, Perry J. (1997). The effect of a computer assisted instructional program on physical therapy student. Journal of Allied Health; 26(2): 57-61.
  • Kinshuk, M., and Patel, A. (1997). A Conceptual Framework for Internet-based Intelligent
  • Tutoring Systems. In Behrooz, A., (ed.), KnowledgeTransfer,Vol. II, (Ed. A. Behrooz), pAce, London, UK; pp. 11 124, (ISBN-900427-015-X).
  • Knebel E. (2001). The use and effect of distance education in healthcare: what do we know? Quality Assurance Project for U.S. Agency for International Development. http://www.qaproject.org/pubs/PDFs/distlrnissue.pdf
  • Moule, P., & Knight, K. (1997). Emergency cardiac arrest Can we teach the skills? Nurse Education Today; 17: 99-105.
  • O’Donnell, C., & Skinner, A. (1993). An evaluation of a short course in resuscitation training in a district general hospital. Resuscitation; 26: 1-8.
  • Ruiz J. G, Mintzer M. J, Leipzig R. M. (2006). The impact of E-learning in medical education. Acad Med; 81: 207–212.
  • Sanford M, Hazelwood S, Bridges A, et al. (1996). Effectiveness of computer-assisted interactive video instruction in teaching rheumatology to physical and occupational therapy students. Journal of Allied Health; 25(2): 141-8.
  • Schmidt S, Arndt M, Gaston S, Miller B. (1991). The effectiveness of computer-managed instruction versus traditional classroom lecture on achievement outcomes. Computers in Nursing; 9: 159-63.
  • Schulz, S., Schrader,U., and Klar, R., (1997). Computer-based training and electronic publishing in the health sector: Tools and trends. Methods Inf. Med; 36:149–153,
  • Hulsman, R. L., Ros, W.J.G., Winnubst, J. A. M., Bensing, J. M. (2002). The effectiveness of a computer-assisted instruction program on communication skills of medical specialists in oncology. Medical Education Journal; 36(2): 125-135.
  • Kulik, J. A. (1994). (Meta-analytic studies of findings on computer based instruction. In Technology Assessment in Education and Training. E.L. Baker and H.F. O’Neil, eds. Hillsdale, NJ: Lawrence Erlbaum Associates; pp. 3-9.
There are 25 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Nima Hemmatı This is me

Soghra Omranı This is me

Naser Hemmatı This is me

Publication Date March 1, 2013
Submission Date February 27, 2015
Published in Issue Year 2013 Volume: 14 Issue: 1

Cite

APA Hemmatı, N., Omranı, S., & Hemmatı, N. (2013). A Comparison Of Internet-Based Learning And Traditional Classroom Lecture To Learn Cpr For Continuing Medical Education. Turkish Online Journal of Distance Education, 14(1), 256-265.