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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]
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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
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Copyright
© The Author(s), 2021. Published by Cambridge University Press on behalf of the World Association for Disaster and Emergency Medicine

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