The Effectiveness of Electronic Learning and Lecture-Based Education in the Improvement of Interns’ knowledge About Advanced Cardiopulmonary Resuscitation Drug Pharmacology

Abstract

Background: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.Objectives: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.Materials and Methods: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.Results: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).Conclusions:No significant differences were observed between electronic learning and lecture-based education in improving interns’ knowledge of CPR drugs.

Comparison of Electronic Learning Versus Lecture-based Learning in Improving Emergency Medicine Residents’ Knowledge About Mild Induced Hypothermia After Cardiac Arrest

“…Khoshbaten et al, concluded that both e-learning and lecture-based learning methods had the same results regarding the level of knowledge about CPR in general medicine students (interns) ( 11 ). The finding was in agreement with that of the current study.…”

“…One of the advantages of e-learning is the access to all people everywhere in different locations ( 9 - 12 ). In fact, educational officials always focus on the effectiveness of e-learning on augmentation of students’ knowledge and attitudes ( 11 ). E-learning is a novel method in medical education.…”

Medical Doctors’ Offline Computer-Assisted Digital Education: Systematic Review by the Digital Health Education Collaboration

“…Two studies investigated OCDE in dentistry [ 39 , 45 ], whereas the rest investigated it in medicine, including 6 in surgery or anesthesia [ 37 , 47 , 48 , 50 , 51 , 54 ], 7 in internal medicine or family medicine [ 40 , 44 , 49 , 53 , 57 , 60 , 65 ], 5 in pediatrics [ 38 , 41 , 46 , 56 , 58 ], 3 in psychiatry [ 52 , 61 , 63 ], 1 in obstetrics and gynecology [ 42 ], and 1 in radiology [ 43 ]. In the 4 remaining trials, the subject of intervention was evidence-based medicine [ 55 ] or advanced life support [ 59 , 62 , 64 ]. We included 1 cRCT in this review [ 38 ].…”

“…Most of the participants were trainees. In addition, 4 studies were conducted among 377 medical interns [ 55 , 62 - 64 ], 16 trials among a total of 686 postgraduate residents [ 37 , 42 , 44 , 46 - 50 , 52 , 54 , 58 - 61 , 65 ], and 1 study included 49 residents and faculty members [ 43 ], of the remaining studies, 7 were performed on 578 practicing doctors [ 39 - 41 , 45 , 53 , 56 , 57 ] ( Multimedia Appendix 3 ).…”

How Self-Directed e-Learning Contributes to Training for Medical Licentiate Practitioners in Zambia: Evaluation of the Pilot Phase of a Mixed-Methods Study

“…Most e-learning interventions provide an online setup accessed with personal computers. However, our search did yield publications that reported offline approaches with personal computers in low- and lower-middle-income settings [23-26]. The reported methods resulted in varying levels of insights and also unveiled methods that needed adaption to yield evaluation results, such as the knowledge assessment with the student pretest that proved too easy, thus producing no knowledge nuances.…”