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Case-based Learning Outperformed Simulation Exercises in Disaster Preparedness Education Among Nursing Trainees in India: A Randomized Controlled Trial

Published online by Cambridge University Press:  05 August 2016

Adam R. Aluisio ,
Pia Daniel ,
Andrew Grock ,
Joseph Freedman ,
Ajai Singh ,
Dimitrios Papanagnou  and
Bonnie Arquilla
Adam R. Aluisio*
Affiliation:
Department of Emergency Medicine, Warren Alpert School of Medicine, Brown University, Providence, Rhode IslandUSA Department of Emergency Medicine, SUNY Downstate Medical Center, Brooklyn, New YorkUSA
Pia Daniel
Affiliation:
Department of Emergency Medicine, SUNY Downstate Medical Center, Brooklyn, New YorkUSA
Andrew Grock
Affiliation:
Department of Emergency Medicine, University of California, Los Angeles, Los Angeles, CaliforniaUSA
Joseph Freedman
Affiliation:
Department of Emergency Medicine, SUNY Downstate Medical Center, Brooklyn, New YorkUSA
Ajai Singh
Affiliation:
King George Medical University, Lucknow, India
Dimitrios Papanagnou
Affiliation:
Department of Emergency Medicine, Thomas Jefferson University, Philadelphia, PennsylvaniaUSA
Bonnie Arquilla
Affiliation:
Department of Emergency Medicine, SUNY Downstate Medical Center, Brooklyn, New YorkUSA
*
Correspondence: Adam R. Aluisio, MD, MSc Brown University Department of Emergency Medicine 593 Eddy St., Claverick 100 Providence, Rhode Island 02903 USA E-mail: [email protected]
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Abstract

Objective

In resource-constrained environments, appropriately employing triage in disaster situations is crucial. Although both case-based learning (CBL) and simulation exercises (SEs) commonly are utilized in teaching disaster preparedness to adult learners, there is no substantial evidence supporting one as a more efficacious methodology. This randomized controlled trial (RCT) evaluated the effectiveness of CBL versus SEs in addition to standard didactic instruction in knowledge attainment pertaining to disaster triage preparedness.

Methods

This RCT was performed during a one-day disaster preparedness course in Lucknow, India during October 2014. Following provision of informed consent, nursing trainees were randomized to knowledge assessment after didactic teaching (control group); didactic plus CBL (Intervention Group 1); or didactic plus SE (Intervention Group 2). The educational curriculum used the topical focus of triage processes during disaster situations. Cases for the educational intervention sessions were scripted, identical between modalities, and employed structured debriefing. Trained live actors were used for SEs. After primary assessment, the groups underwent crossover to take part in the alternative educational modality and were re-assessed. Two standardized multiple-choice question batteries, encompassing key core content, were used for assessments. A sample size of 48 participants was calculated to detect a ≥20% change in mean knowledge score (α=0.05; power=80%). Robustness of randomization was evaluated using X2, anova, and t-tests. Mean knowledge attainment scores were compared using one- and two-sample t-tests for intergroup and intragroup analyses, respectively.

Results

Among 60 enrolled participants, 88.3% completed follow-up. No significant differences in participant characteristics existed between randomization arms. Mean baseline knowledge score in the control group was 43.8% (standard deviation=11.0%). Case-based learning training resulted in a significant increase in relative knowledge scores at 20.8% (P=0.003) and 10.3% (P=.033) in intergroup and intragroup analyses, respectively. As compared to control, SEs did not significantly alter knowledge attainment scores with an average score increase of 6.6% (P=.396). In crossover intra-arm analysis, SEs were found to result in a 26.0% decrement in mean assessment score (P < .001).

Conclusions

Among nursing trainees assessed in this RCT, the CBL modality was superior to SEs in short-term disaster preparedness educational translation. Simulation exercises resulted in no detectable improvement in knowledge attainment in this population, suggesting that CBL may be utilized preferentially for adult learners in similar disaster training settings.

AluisioAR, DanielP, GrockA, FreedmanJ, SinghA, PapanagnouD, ArquillaB. Case-based Learning Outperformed Simulation Exercises in Disaster Preparedness Education Among Nursing Trainees in India: A Randomized Controlled Trial. Prehosp Disaster Med. 2016;31(5):516–523.

Keywords

case-based learningdisaster educationIndialow-/middle-income countriessimulation
Type
Original Research
Information
Prehospital and Disaster Medicine , Volume 31 , Issue 5 , October 2016 , pp. 516 - 523
Copyright
© World Association for Disaster and Emergency Medicine 2016 

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