Improving Pediatric Basic Life Support Performance Through Blended Learning With Web-Based Virtual Patients: Randomized Controlled Trial

Abstract

BackgroundE-learning and blended learning approaches gain more and more popularity in emergency medicine curricula. So far, little data is available on the impact of such approaches on procedural learning and skill acquisition and their comparison with traditional approaches.ObjectiveThis study investigated the impact of a blended learning approach, including Web-based virtual patients (VPs) and standard pediatric basic life support (PBLS) training, on procedural knowledge, objective performance, and self-assessment.MethodsA total of 57 medical students were randomly assigned to an intervention group (n=30) and a control group (n=27). Both groups received paper handouts in preparation of simulation-based PBLS training. The intervention group additionally completed two Web-based VPs with embedded video clips. Measurements were taken at randomization (t0), after the preparation period (t1), and after hands-on training (t2). Clinical decision-making skills and procedural knowledge were assessed at t0 and t1. PBLS performance was scored regarding adherence to the correct algorithm, conformance to temporal demands, and the quality of procedural steps at t1 and t2. Participants’ self-assessments were recorded in all three measurements.ResultsProcedural knowledge of the intervention group was significantly superior to that of the control group at t1. At t2, the intervention group showed significantly better adherence to the algorithm and temporal demands, and better procedural quality of PBLS in objective measures than did the control group. These aspects differed between the groups even at t1 (after VPs, prior to practical training). Self-assessments differed significantly only at t1 in favor of the intervention group.ConclusionsTraining with VPs combined with hands-on training improves PBLS performance as judged by objective measures.

Student perceptions of a video-based blended learning approach for improving pediatric physical examination skills

“…The perceptions of the survey respondents presented here support these findings. Furthermore, instructional videos have been shown to be effective in teaching clinical skills like bedside procedures or resuscitation algorithms, either provided in classic fashion (Braslow et al, 1997;Carrero et al, 2009;Lenchus et al, 2011;Todd et al, 1998), or interactively embedded in virtual environments (de Vries and Handley, 2007;Lehmann et al, 2015;Ventre et al, 2011). As the participants in this survey underlined, constructive alignment with corresponding teaching activities is the key to successful implementation of learning activities (Biggs and Tang, 2007).…”

Critical Appraisal of Emergency Medicine Educational Research: The Best Publications of 2015

“…A total of 434 papers and abstracts satisfied the search criteria, and 61 papers met the inclusion criteria . The authors scored these 61 manuscripts, and the 10 highest scoring quantitative and two qualitative articles are reviewed below, in alphabetical order by first author's last name.…”

“…The topics of study this year had many similarities to previous years, in that technology and simulation were prominent. Procedural learning and competency, with or without simulation as the focus, were studied in seven articles .…”

“…demonstrated that studies that were funded tended to be of higher quality when assessed on a validated tool. In 2015, 12 studies (20%) were funded, one received federal funding, two received foundational funding, and eight received support from an institution or unspecified organization . Four of the 12 highlighted articles (33%) this year were funded research …”

“…Forty articles (66%) and 83% of the highlighted articles were in this broad category. As usual, some articles focused on pediatric topics . The importance of communication was studied in 13 (21%) of studies, marking a drastic increase over past years .…”