Blended learning for accredited life support courses – A systematic review

Elgohary, M.; Palazzo, Francesco Stefano; Breckwoldt, Jan; Cheng, Adam; Pellegrino, Jeffrey L.; Schnaubelt, Sebastian; Greif, Robert; Lockey, Andrew

doi:10.1016/j.resplu.2022.100240

Cited by 24 publications

(21 citation statements)

References 49 publications

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“…This project is exempt from ethics committee review as it does not include any patient or health-related data. This newly developed blended Basic Instructor Course 8 followed the flipped classroom format 9 and provided pre-course reading material (ERC Basic Instructor Course-Manual, ERC BLS-Provider Manual, etc. ), and the online learning program for BLS from the ERC Virtual Learning Environment ( https://cosy.erc.edu/ ).…”

Section: Methodsmentioning

confidence: 99%

Piloting a Basic Life Support instructor course: A short report

Nabecker

Balmer²,

Goor³

et al. 2022

Resuscitation Plus

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Section: Methodsmentioning

confidence: 99%

Piloting a Basic Life Support instructor course: A short report

Nabecker

Balmer²,

Goor³

et al. 2022

Resuscitation Plus

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“…We suggest holding blended learning workshops through any of the two performed methods, with the priority of the in-person to the web-based sessions. There are a limited number of studies regarding the evaluation of blended learning sequence; as a result, due to the high costs of education (27,28), performing such studies can not only optimize the cost resources but also can facilitate the selection of proper education methods.…”

Section: Discussion Andmentioning

confidence: 99%

Effect of the Blended Workshop Learning and Web-based Learning Sequence on the Learning Level: A new Experiment

Paknia

Rafiei

Khorsandi

et al. 2022

Preprint

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Background and Objective: The blended electronic learning system, raised as a new approach in educational planning with great enthusiasm, seeks novel ways to properly combine the media; however, the sequence of in-person and distance educational methods is an issue neglected so far. This study aims to compare the effect of the sequence of blended workshop learning and web-based learning on the learning level of biostatistics in students who were members of the Student Research Committee at Arak Medical Sciences University. Methodology: This is a quasi-experimental study with an alternative treatment design. The statistical population consisted of the students who were members of the Student Research Committee of the university, including 38 medical students and 15 health students, who were selected through census sampling due to their limited number. The data were selected with 2 questionnaires: demographic characteristics and biostatistics multiple-choice questions to assess learning of statistical concepts in three levels of literacy, reasoning, and thinking. The validity and reliability of the translated statistics questions were assessed through content validity and bisection, respectively. The data were analyzed in SPSS-16 through independent and paired t-tests and analysis of variance. Findings: The results showed a statistical difference between the groups in both faculties in statistical literacy and reasoning in blended learning (p>0.05). However, regarding statistical thinking, the difference was significant in the health faculty (p=0.044) and insignificant in the medical school (p>0.05). Discussion: Given the statistical difference observed in the health group, we suggest holding in-person courses at first and online courses then.

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“…Benny Sumardiana's findings from his studies [5]. According to the findings, hybrid courses can help students who are fighting for their right to a quality education in the wake of the COVID-19 crisisased on the findings of other research [9] which demonstrated that hybrid learning is the product of the evolution of blended learning methods, it was concluded that this instructional strategy for life support education is at least as effective as conventional classroom instruction. Accredited basic and advanced life support courses show that a blended learning approach is associated with significant ongoing cost savings, although initial costs to the accrediting organization may be high.…”

Section: Related Researchmentioning

confidence: 99%

Hybrid Learning Predictions on Learning Quality Using Multiple Linear Regression

Sudrajat¹,

Purnamasari²,

Dikananda³

et al. 2023

ISI

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Indonesia declares COVID-19 Pandemic by the World Health Organization (WHO) from March 2020. This has a very impact, one of which is on the continuity of the world of education. This research aims to foretell the impact of hybrid teaching methods used at SMK Cendikia Cirebon City during the COVID-19 period on student achievement. Teachers' materials, honesty, enthusiasm, and IT backing are all factors in determining the quality of education. Multiple linear regression with root-mean-squared error as the dependent variable is used in this study (RMSE). Experiments conducted on 122 participants yielded an RMSE of 0.375 and a correlation level of 0.440 for each attribute, with test samples comprising 10% and training samples comprising 90%. As a result, the use of this multiple linear regression model can be suggested for foreseeing the introduction of a hybrid learning model to enhance educational quality.

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Blended learning for accredited life support courses – A systematic review

Cited by 24 publications

References 49 publications

Piloting a Basic Life Support instructor course: A short report

Piloting a Basic Life Support instructor course: A short report

Effect of the Blended Workshop Learning and Web-based Learning Sequence on the Learning Level: A new Experiment

Hybrid Learning Predictions on Learning Quality Using Multiple Linear Regression

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