Methodology of Specialist Physicians Training: From Traditional to e-Learning

Abstract

Different studies show that mixed methodology can be effective in medical training. However, there are no conclusive studies in specialist training on advanced life support (ALS). The main objective of this research is to determine if, with mixed didactic methodology, which includes e-learning, similar results are produced to face-to-face training. The method used was quasi-experimental with a focus on efficiency and evaluation at seven months, in which 114 specialist doctors participated and where the analysis of the sociodemographic and pre-test variables points to the homogeneity of the groups. The intervention consisted of e-learning training plus face-to-face workshops versus standard. The results were the performance in knowledge and technical skills in cardiac arrest scenarios, the perceived quality, and the perception of the training. There were no significant differences in immediate or deferred performance. In the degree of satisfaction, a significant difference was obtained in favour of the face-to-face group. The perception in the training itself presented similar results. The main limitations consisted of sample volume, dropping out of the deferred tests, and not evaluating the transfer or the impact. Finally, mixed methodology including e-learning in ALS courses reduced the duration of the face-to-face sessions and allowed a similar performance.

Blended learning for accredited life support courses – A systematic review

“…, 43. there were significantly higher scores in the blended learning group, and in two studies with 2,843 participants 38. , 42.…”

“… 2 One study with 66 participants assessed knowledge at 7 months using a validated MCQ. 38 The score results were not significantly different between the blended and traditional group.…”

“…, 43. checklists, 38 and video analysis of the performance. 40 One pilot study for the Resuscitation Council UK (RCUK) e-ALS course of 2,733 participants found that the control group scored significantly better than the intervention group.…”

“…One study with 66 participants found no statistically significant difference in skills assessment between the two groups at 7 months. 38 …”

“…In a study with 110 medical students, the scores for level of satisfaction were significantly better for the control group (3.58 vs 3.30, p = 0.012). 38 In a study of the pilot RCUK e-ALS course, participants consistently scored content delivered face-to-face over the same content delivered over the e-learning platform. 41 They also highly valued practical hands-on training that included simulation.…”