Can e-learning improve medical students' knowledge and competence in paediatric cardiopulmonary resuscitation? A prospective before and after study

2010 ◽  
Vol 22 (4) ◽  
pp. 324-329 ◽  
Author(s):  
Fenton M O'Leary ◽  
Philip Janson
Keyword(s):  
Medical Students ◽  
Cardiopulmonary Resuscitation ◽  
Before And After ◽  
E Learning ◽  
Before And After Study

Abstract 138: A Before and After Study of Active Compression Decompression Cardiopulmonary Resuscitation With the Impedance Threshold Device in a Large Urban Pre-Hospital System

Circulation ◽  
2018 ◽  
Vol 138 (Suppl_2) ◽  
Author(s):  
Johanna C Moore ◽  
Michael Grahl ◽  
Tracy Marko ◽  
Ariel Blythe-Reske ◽  
Amber Lage ◽  
...  
Keyword(s):  
Cardiac Arrest ◽  
Cardiopulmonary Resuscitation ◽  
Response Time ◽  
First Responders ◽  
The United States ◽  
Threshold Device ◽  
Before And After ◽  
Mechanical Cpr ◽  
Impedance Threshold Device ◽  
Before And After Study

Introduction: Active Compression Decompression cardiopulmonary resuscitation with an impedance threshold device (ACD+ITD CPR) is available for use in the United States. However, little is known regarding integration of this CPR system into a large urban prehospital system with short response times, routine use of mechanical CPR and ITD, and transport of patients to cardiac arrest centers. This is an ongoing before and after study of the implementation of ACD+ITD CPR in non-traumatic cardiac arrest cases 6 months pre and post protocol change. Hypothesis: Neurologically intact rates of survival, defined by Cerebral Performance Category (CPC) score of 1 or 2, would be higher post protocol. Methods: Basic life support first responders (n = 420) and paramedics (n = 207) underwent training including didactic and hands-on sessions to learn ACD+ITD CPR. The protocol included ACD+ITD CPR initially, with the option to transition to mechanical CPR at 15 minutes. Demographics, response time, CPR duration, initial rhythm, signs of perfusion during CPR, and return of spontaneous circulation (ROSC) were recorded prospectively by first responders. Chart review was performed to determine survival to hospital admission and CPC score at discharge. Results: Training occurred October 2016 to March 2017, with protocol change on May 1, 2017. Cases from November 2016-April 2017 (n = 136) and May 2017-November 2017 (n= 103) were reviewed. Complete data were available for 128 subjects pre-protocol change (94%) and 96 subjects (94%) post. Age, gender, response time, rhythm, total CPR time, and rates of bystander CPR and witnessed arrest were similar between groups. Post protocol change, 87% (89/102) received ACD+ITD CPR with median ACD+ITD CPR time of 15 minutes (range 2-300). Pre-protocol, 6/128 (4.7%) subjects survived with CPC score 1 or 2, versus 8/96 (13.5%) subjects post (difference 8.8%, 95% CI 1%-17%). ROSC rates were similar (pre: 54/127, 42.5% post: 44/93, 47%, difference 4.8%, 95% CI -8% - 18%) Conclusions: The change in protocol was straightforward with a high rate of adherence of the system for the recommended duration of therapy. Results are suggestive of a higher rate of neurological survival with the routine use of ACD+ITD CPR in a small cardiac arrest patient population.

scholarly journals Effect of introducing a feedback device during adult and infant cardiopulmonary resuscitation training: A ‘before and after’ study

2018 ◽  
Vol 27 (2) ◽  
pp. 114-117
Author(s):  
Kwan Ho Kim ◽  
Chan Woong Kim ◽  
Je Hyeok Oh
Keyword(s):  
Cardiopulmonary Resuscitation ◽  
Compression Rate ◽  
Practice Session ◽  
Compression Depth ◽  
Training Course ◽  
Resuscitation Training ◽  
Before And After ◽  
Practice Time ◽  
Positive Effect ◽  
Before And After Study

Objective: This study aimed to verify the effect of introducing a feedback device during adult and infant cardiopulmonary resuscitation training. Methods: A feedback device was introduced in the cardiopulmonary resuscitation training course of our medical school in the middle of the last semester. The cardiopulmonary resuscitation training course consisted of 2 h of instructor-led cardiopulmonary resuscitation training and 1 h of self-practice time. All students should complete the adult and infant cardiopulmonary resuscitation skill tests just after the course. Each test consisted of five cycles of single-rescuer cardiopulmonary resuscitation. A feedback device was introduced only in the self-practice session. The cardiopulmonary resuscitation parameters of the skill tests before ( n = 40) and after ( n = 39) introducing the feedback device were analysed. Results: The ratios of correct rate significantly increased after introducing the feedback device in both the skill tests (adult test: 58.5 ± 37.2 vs 85.5 ± 21.4, p = 0.001; infant test: 55.0 ± 32.4 vs 80.2 ± 20.7, p = 0.001). Although the average depths did not significantly differ between those before and after introducing the feedback device in the adult test (58.4 ± 4.0 mm vs 59.0 ± 3.7 mm, p = 0.341), it increased significantly after introducing the feedback device in the infant test (38.3 ± 4.3 mm vs 40.8 ± 1.1 mm, p = 0.001). Conclusion: Introducing a feedback device might have enhanced the accuracies of compression rate in adult and infant cardiopulmonary resuscitation training. However, the potential positive effect on chest compression depth was limited to infant cardiopulmonary resuscitation training.

scholarly journals The effect of an e-learning course on nursing staff’s knowledge of delirium: a before-and-after study

2015 ◽  
Vol 15 (1) ◽  
Author(s):  
Lotte van de Steeg ◽  
Roelie IJkema ◽  
Cordula Wagner ◽  
Maaike Langelaan
Keyword(s):  
Before And After ◽  
E Learning ◽  
Before And After Study

Introducing e-learning/teaching in a physiology course for medical students: acceptance by students and subjective effect on learning

2013 ◽  
Vol 37 (4) ◽  
pp. 337-342 ◽  
Author(s):  
E. Felder ◽  
M. Fauler ◽  
S. Geiler
Keyword(s):  
Medical Students ◽  
Subjective Effect ◽  
Teaching Techniques ◽  
Online Questionnaire ◽  
Modern Education ◽  
Preclinical Phase ◽  
Learning Success ◽  
Before And After ◽  
E Learning ◽  
Physiology Laboratory

Retrieval of information has substantially changed within the last two decades. Naturally, this has also affected learning/teaching techniques, and methods that are commonly referred to as “e-learning” have become an important part in modern education. Institutions have to decide if (and how) to implement this new form of teaching but face the problem that little subject-specific research has been published for different teaching modes and methods. The present study compares a course module of the physiology laboratory course for medical students in the preclinical phase before and after the introduction of computer-aided course instructions (CACI). Students were provided with an online questionnaire containing Likert items evaluating workspace redesign, acceptance of course instructions, incentive to actively participate in the course, and subjective gain of knowledge. CACI was clearly preferred over the previously used paper workbook. However, the questionnaire also revealed that the gain in knowledge, as subjectively perceived by the students, had not improved, which is in agreement with several studies that neglected a beneficial effect of e-learning on learning success. We conclude that the CACI meet today's student's expectations and that introducing this system seems justified from this perspective.

scholarly journals Evaluation of a structured e-learning-based approach to CT anatomy of the paranasal sinuses for medical students

2020 ◽  
Author(s):  
Anna Marleen Krahe ◽  
Manuel Christoph Ketterer ◽  
Christian Offergeld ◽  
Tanja Hildenbrand
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Medical Training ◽  
Subjective Evaluation ◽  
Ct Scans ◽  
Complex Learning ◽  
Anatomical Variants ◽  
Before And After ◽  
E Learning ◽  
The Individual

Abstract Background: Computed tomography (CT) anatomy is not an integral part of undergraduate medical training in many countries. Radiology seems to be well suited for new online based teaching methods. The aim of the study was to evaluate whether e-learning is appropriate to introduce complex learning contents such as sinus CT anatomy in novices and to assess the usefulness of a sinus CT checklist to identify relevant anatomical variants in medical students. Material: Medical students were asked to assess sinus CT scans for anatomical variants before and after the implementation of the CLOSE mnemonic. Sinus CT anatomy and the CLOSE mnemonic were introduced by e-learning. The rate of correctly identified variants and the results of the individual CLOSE items were recorded and compared with those of otolaryngology residents. A questionnaire was distributed for subjective evaluation of the usefulness of the checklist and e-learning.Results: Ten students took part in the study. The rate of correctly identified variants improved significantly from 33.3% to 61.1%. The analysis of the individual CLOSE items showed a significant improvement for C, S and E in students and C, L and S in otolaryngology residents. The students identified more anatomical variants compared to the residents. The subjective evaluation of the CLOSE mnemonic and e-learning was very positive.Conclusion: E-learning was able to transfer complex learning contents in previously non-trained medical students and was evaluated as an appropriate introduction to the topics. The structured assessment of paranasal sinus CT scans using the CLOSE criteria can significantly improve the recognition of anatomical variants.

scholarly journals Nursing students’ knowledge, attitude, self-efficacy in blended e-learning of cardiopulmonary resuscitation: a randomized controlled trial

2019 ◽  
Author(s):  
Hyunjung Moon ◽  
Hye Sun Hyun
Keyword(s):  
Nursing Students ◽  
Cardiopulmonary Resuscitation ◽  
Online Education ◽  
Self Efficacy ◽  
Controlled Trial ◽  
Intervention Group ◽  
Control Group ◽  
Face To Face ◽  
Before And After ◽  
E Learning

Abstract Background: Although various forms of online education are on the rise worldwide, effects of such innovative approach are yet to be validated. This study analyzes whether blended e-learning cardiopulmonary resuscitation (CPR) education that integrates e-learning and face-to-face education is effective in improving nursing students’ knowledge, attitude, and self-efficacy. Methods: The participants of this study were 120 nursing students randomly assigned to the intervention group (n = 60) or the control (n = 60). Differences before and after the education of each group were analyzed with a paired t-test, and the differences between the two groups were analyzed with ANCOVA with knowledge as the covariate. Results: The findings indicated that the intervention group had significantly higher knowledge, F(1,117) =595.78, p <.001, and emotional attitude, F(1,117) = 9.61, p = .002, about CPR than the control group. Conclusions: Blended e-learning CPR programs could be used as effective supplemental CPR education for nursing students.

scholarly journals Impact of the first COVID-19 lockdown on study satisfaction and burnout in medical students in Split, Croatia: a cross-sectional presurvey and postsurvey

BMJ Open ◽  
2021 ◽  
Vol 11 (6) ◽  
pp. e049590
Author(s):  
Marija Franka Žuljević ◽  
Karlo Jeličić ◽  
Marin Viđak ◽  
Varja Đogaš ◽  
Ivan Buljan
Keyword(s):  
Medical Students ◽  
Bayes Factor ◽  
Clinical Teaching ◽  
Response Rate ◽  
Secondary Outcome ◽  
Cross Sectional ◽  
Significant Difference ◽  
Before And After ◽  
E Learning ◽  
The Impact

ObjectivesTo evaluate the impact of the first COVID-19 lockdown in 2020 on the burnout and study satisfaction of medical students.DesignA cross-sectional study with a presurvey and postsurvey.SettingUniversity of Split School of Medicine (USSM), Split, Croatia. The lockdown in the COVID-19 pandemic lasted from late March to mid-May 2020. There was a full switch to e-learning at the USSM during this period, and all clinical teaching was stopped.ParticipantsStudents enrolled in the 2019/2020 academic year. Data were collected before lockdown in December 2019 and January 2020 and again after the end of lockdown in June 2020.Primary and secondary outcome measuresStudy satisfaction was assessed using the study satisfaction survey. Burnout was assessed using two instruments: Oldenburg Burnout Inventory and Copenhagen Burnout Inventory. We used Bayesian statistics to compare before-and-after differences.Results437 independent responses (77.2% response rate) were collected before and 235 after lockdown (41.5% response rate). 160 participant responses were eligible for pairing. There was no significant difference for both paired and unpaired participants in study satisfaction before (3.38 on a 1–5 scale; 95% credible interval (95% CrI) 3.32 to 3.44) and after (3.49, 95% CrI 3.41 to 3.57) lockdown. We found no evidence (Bayes factor (BF10) >3.00 as a cut-off value) for an increase in the level of burnout before and after lockdown, both in independent and paired samples.ConclusionsIt seems that the first pandemic-related lockdown and a switch to e-learning did not affect burnout levels among medical students or their perception of their study programme. More insight is needed on the short-term and long-term effects of the COVID-19 pandemic on medical students and their education. Well-structured longitudinal studies on medical student burnout during the COVID-19 pandemic are needed.

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