Which Form of Medical Training is the Best in Improving Interns’ knowledge Related to Advanced Cardiac Life Support Drugs Pharmacology? An Educational Analytical Intervention Study Between Electronic Learning and Lecture-Based Education

Anesthesiology and Pain Medicine 02/2014; 4(1):e15546. DOI: 10.5812/aapm.15546
Source: PubMed


Conventional educational systems seem to be improper throughout the cardiopulmonary resuscitation (CPR) teaching process. The most common causes of failed resuscitation are unfamiliarity with cardiopulmonary resuscitation algorithms, poor performance of leader of the CPR team and lack of skilled personnel, coordination among members during resuscitation, and responsibility of staff.
Electronic learning, as a new educational method is controversial issue in medical education for improving physicians' practical knowledge and it is inevitable that further research on its effectiveness should be done.
The present study is a prospective, pre- and post-educational, cross-sectional research, in which 84 interns were randomly divided into two groups. pre- and post- educational interventions that took place in the Department of Emergency Medicine, interns were evaluated by 21 multiple choice questions related to American Heart Association guidelineson cardiopulmonary resuscitation drugs. Questions were assessed in terms of routes for CPR drugs administration, CPR drug dosage forms, clinical judgment and appropriate CPR drug administration, and the alternative drugs in emergency situations. Data were analyzed by generalized estimating equations regression models and P < 0.05 was considered statistically significant.
Evaluating the effectiveness of both educational methods revealed that the mean answering score for 21 questions before education was 7.5 ± 2.6 and no significant difference was observed in groups (P = 0.55). However, after education, the average scores significantly increased to 11.0 ± 3.9 (P < 0.001). Electronic learning method was not associated with considerable increase in the knowledge of interns in this group compared with the lecture-based group (P = 0.49).
No significant differences were observed between electronic learning and lecture-based education in improving interns' knowledge of CPR drugs.

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    ABSTRACT: To subjectively and objectively compare an accessible interactive electronic library using Moodle with lectures for urology teaching of medical students.Methods Forty consecutive fourth-year medical students and one urology teacher were exposed to two teaching methods (4 weeks each) in the form of problem-based learning: - lectures and - student-centered group discussion based on Moodle (modular object-oriented dynamic learning environment) full time online delivered (24/7) with video surgeries, electronic urology cases and additional basic principles of the disease process.ResultsAll 40 students completed the study. While 30% were moderately dissatisfied with their current knowledge base, online learning course delivery using Moodle was considered superior to the lectures by 86% of the students. The study found the following observations: 1) the increment in learning grades ranged from 7.0 to 9.7 for students in the online Moodle course compared to 4.0 to 9.6 to didactic lectures; 2) the self-reported student involvement in the online course was characterized as large by over 60%; 3) the teacher-student interaction was described as very frequent (50%) and moderately frequent (50%); and 4) more inquiries and requisitions by students as well as peer assisting were observed from the students using the Moodle platform.Conclusions The Moodle platform is feasible and effective, enthusing medical students to learn, improving immersion in the urology clinical rotation and encouraging the spontaneous peer assisted learning. Future studies should expand objective evaluations of knowledge acquisition and retention.
    International Journal of Medical Informatics 11/2014; 84(2). DOI:10.1016/j.ijmedinf.2014.11.001 · 2.00 Impact Factor

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Dec 22, 2014