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How effective is blended learning for first aid education?
Abstracts / Resuscitation 106S (2016) e23–e95
AP097 How effective is blended learning for first aid education? Emily Oliver, Daniel Colebourn ∗ , Hannah Taylor British Red Cross, London, UK Purpose of the study: Blended approaches to learning have been shown to be effective in educational and medical settings, but evidence about their effectiveness for first aid is sparse. To explore this issue, we undertook a study to compare the educational effectiveness of a blended learning approach to a traditional face-to-face approach. We measured effectiveness in terms of knowledge and confidence. Materials and methods: A control-and-experimental group approach was adopted. The control group received a 4-h, faceto-face first aid course and the experimental group spent 1.5 h following a bespoke online learning experience in their own time, followed by 2.5 h on a face-to-face course. One hundred learners participated and first aid confidence and knowledge were assessed pre- and post-learning. Focus groups provided qualitative data. Results: Both blended and face-to-face learning pathways were effective at increasing first aid confidence and knowledge. The face-to-face learning pathway brought greater increases to learners’ confidence in six first aid skills. The blended pathway resulted in greater increases in learners’ confidence across seven first aid skills including CPR, head injury, stroke and broken bones. Blended learning gave greater increases in learner knowledge in four skills. Face-to-face learning saw bigger increases in knowledge across nine skills including CPR, head injury and broken bones. Conclusions: Our results showed that blended learning was more effective at increasing learner confidence and face-to-face learning was more effective at increasing knowledge. The overall results for blended learning support it as an educational methodology for first aid but skills analysis showed future research should focus on identifying the best ‘blend’ of skills to be delivered through this approach to maximise knowledge as well as confidence. http://dx.doi.org/10.1016/j.resuscitation.2016.07.145 AP098 Teaching CPR and first aid using blended learning: Experiences from a novel academic course at a medical university Paul Zajic 1,∗ , Barbara Hallmann 1 , Stefan Heschl 2 , Philipp Metnitz 1 , Herwig Rehatschek 3 , Michael Schörghuber 2 , Gerhard Prause 1 1
Division of General Anesthesiology, Emergencyand Intensive Care Medicine, Department of Anesthesiology and Intensive Care Medicine, Medical University of Graz, Graz, Styria, Austria 2 Division of Anesthesiology for Cardiovascular and Thoracic Surgery and Intensive Care Medicine, Department of Anesthesiology and Intensive Care Medicine, Medical University of Graz, Graz, Styria, Austria 3 Organisation of Teaching, Medical University of Graz, Graz, Styria, Austria Purpose of the study: This study sought to evaluate whether First Aid and CPR can and should be taught in a semi-virtualised course system (coined “Blended Learning”). Materials and methods: Lectures in First Aid and CPR for firstyear medical students at our institution were redesigned in 2015.
e61
Only half the lectures and trainings required student’s attendance, whereas the rest could be completed in the university’s virtual learning environment. Students were asked for their feedback after completion of the course. Results: 324 students originally enrolled for the course; 210 students completed the feedback – which was anonymous and voluntary – resulting in a return rate of 65%. Out of these, 181 (86%) would prefer the course to further utilise Blended Learning in the future. Available lectures were completed once by 77 (37%), between two and five times by 127 (60%) and more than five times by 6 (3%) students; 49 (23%) students would re-visit the lectures later in their studies “very likely”, 112 (53%) would do so “likely”. When asked whether more courses should use the “Blended Learning” style, 40 (19%) absolutely agreed, 50 (24%) strongly agreed and 60 (29%) agreed. All students who completed all lectures and trainings passed the course and its final examination successfully. Conclusions: The concept of “Blended Learning” in an academic First Aid and CPR course is regarded as useful by a vast majority of participants. The large number of students completing lectures more than once during the course and considering taking virtual lectures again later on may be considered proof of the concept’s sustainability. Creating and providing virtual lectures and trainings is strenuous for staff and infrastructure at first but may reduce longterm cost and staff requirements. http://dx.doi.org/10.1016/j.resuscitation.2016.07.146 AP099 Evaluation of the effect of the Newborn Life Support (NLS)-course in Germany on resuscitation skills and the participants’ perceived benefit Elisabeth Resch 1,∗ , Ulrich Kreth 3 , Thomas Boesing 2 , Eckard Hamelmann 2 , Norbert Teig 1 1
Universitätskinderklinik, St. Josefs-Hospital, Ruhr-Universität Bochum, Bochum, Germany 2 Klinik für Kinder-und Jugendmedizin, Evangelisches Krankenhaus Bielefeld, Bielefeld, Germany 3 Kinderkrankenhaus St. Nikolaus, Allgemeines Krankenhaus Viersen, Viersen, Germany Purpose of the study: Until now, the effects on resuscitation skills of the NLS-course carried out in Germany have not been evaluated. The purpose of this study was to compare the performance during simulation of resuscitation of a term newborn before and after participating in the NLS-course, and to complement it with the participants’ perceived benefit. Materials and methods: A 42-item resuscitation performance scoring methodology was developed. It included all detailed steps of resuscitation of a term newborn referring to the NLS-Guidelines. Seventy-four random selected participants out of 29 courses were tested between 2010 and 2012 before (t1) and directly after taking part (t2) in the course. Participants were tested by trained NLSinstructors by observing a simulated resuscitation and applying the scoring methodology. Single steps which could not be verified by observation were judged by verbally examining the participants using predefined questions. The practical test was complemented by an anonymous questionnaire in which all participants (n = 611) were asked to rate organizational aspects of the course and their perceived benefit. Results: Sixty-one participants were included (19 with unknown occupational classification, 4 obstetricians, 6 pediatricians, 6 anesthesiologists, 14 (pediatric) nurses, 10 midwives and 2 paramedics); 13 were excluded due to missing data. The
AP097 How effective is blended learning for first aid education? Emily Oliver, Daniel Colebourn ∗ , Hannah Taylor British Red Cross, London, UK Purpose of the study: Blended approaches to learning have been shown to be effective in educational and medical settings, but evidence about their effectiveness for first aid is sparse. To explore this issue, we undertook a study to compare the educational effectiveness of a blended learning approach to a traditional face-to-face approach. We measured effectiveness in terms of knowledge and confidence. Materials and methods: A control-and-experimental group approach was adopted. The control group received a 4-h, faceto-face first aid course and the experimental group spent 1.5 h following a bespoke online learning experience in their own time, followed by 2.5 h on a face-to-face course. One hundred learners participated and first aid confidence and knowledge were assessed pre- and post-learning. Focus groups provided qualitative data. Results: Both blended and face-to-face learning pathways were effective at increasing first aid confidence and knowledge. The face-to-face learning pathway brought greater increases to learners’ confidence in six first aid skills. The blended pathway resulted in greater increases in learners’ confidence across seven first aid skills including CPR, head injury, stroke and broken bones. Blended learning gave greater increases in learner knowledge in four skills. Face-to-face learning saw bigger increases in knowledge across nine skills including CPR, head injury and broken bones. Conclusions: Our results showed that blended learning was more effective at increasing learner confidence and face-to-face learning was more effective at increasing knowledge. The overall results for blended learning support it as an educational methodology for first aid but skills analysis showed future research should focus on identifying the best ‘blend’ of skills to be delivered through this approach to maximise knowledge as well as confidence. http://dx.doi.org/10.1016/j.resuscitation.2016.07.145 AP098 Teaching CPR and first aid using blended learning: Experiences from a novel academic course at a medical university Paul Zajic 1,∗ , Barbara Hallmann 1 , Stefan Heschl 2 , Philipp Metnitz 1 , Herwig Rehatschek 3 , Michael Schörghuber 2 , Gerhard Prause 1 1
Division of General Anesthesiology, Emergencyand Intensive Care Medicine, Department of Anesthesiology and Intensive Care Medicine, Medical University of Graz, Graz, Styria, Austria 2 Division of Anesthesiology for Cardiovascular and Thoracic Surgery and Intensive Care Medicine, Department of Anesthesiology and Intensive Care Medicine, Medical University of Graz, Graz, Styria, Austria 3 Organisation of Teaching, Medical University of Graz, Graz, Styria, Austria Purpose of the study: This study sought to evaluate whether First Aid and CPR can and should be taught in a semi-virtualised course system (coined “Blended Learning”). Materials and methods: Lectures in First Aid and CPR for firstyear medical students at our institution were redesigned in 2015.
e61
Only half the lectures and trainings required student’s attendance, whereas the rest could be completed in the university’s virtual learning environment. Students were asked for their feedback after completion of the course. Results: 324 students originally enrolled for the course; 210 students completed the feedback – which was anonymous and voluntary – resulting in a return rate of 65%. Out of these, 181 (86%) would prefer the course to further utilise Blended Learning in the future. Available lectures were completed once by 77 (37%), between two and five times by 127 (60%) and more than five times by 6 (3%) students; 49 (23%) students would re-visit the lectures later in their studies “very likely”, 112 (53%) would do so “likely”. When asked whether more courses should use the “Blended Learning” style, 40 (19%) absolutely agreed, 50 (24%) strongly agreed and 60 (29%) agreed. All students who completed all lectures and trainings passed the course and its final examination successfully. Conclusions: The concept of “Blended Learning” in an academic First Aid and CPR course is regarded as useful by a vast majority of participants. The large number of students completing lectures more than once during the course and considering taking virtual lectures again later on may be considered proof of the concept’s sustainability. Creating and providing virtual lectures and trainings is strenuous for staff and infrastructure at first but may reduce longterm cost and staff requirements. http://dx.doi.org/10.1016/j.resuscitation.2016.07.146 AP099 Evaluation of the effect of the Newborn Life Support (NLS)-course in Germany on resuscitation skills and the participants’ perceived benefit Elisabeth Resch 1,∗ , Ulrich Kreth 3 , Thomas Boesing 2 , Eckard Hamelmann 2 , Norbert Teig 1 1
Universitätskinderklinik, St. Josefs-Hospital, Ruhr-Universität Bochum, Bochum, Germany 2 Klinik für Kinder-und Jugendmedizin, Evangelisches Krankenhaus Bielefeld, Bielefeld, Germany 3 Kinderkrankenhaus St. Nikolaus, Allgemeines Krankenhaus Viersen, Viersen, Germany Purpose of the study: Until now, the effects on resuscitation skills of the NLS-course carried out in Germany have not been evaluated. The purpose of this study was to compare the performance during simulation of resuscitation of a term newborn before and after participating in the NLS-course, and to complement it with the participants’ perceived benefit. Materials and methods: A 42-item resuscitation performance scoring methodology was developed. It included all detailed steps of resuscitation of a term newborn referring to the NLS-Guidelines. Seventy-four random selected participants out of 29 courses were tested between 2010 and 2012 before (t1) and directly after taking part (t2) in the course. Participants were tested by trained NLSinstructors by observing a simulated resuscitation and applying the scoring methodology. Single steps which could not be verified by observation were judged by verbally examining the participants using predefined questions. The practical test was complemented by an anonymous questionnaire in which all participants (n = 611) were asked to rate organizational aspects of the course and their perceived benefit. Results: Sixty-one participants were included (19 with unknown occupational classification, 4 obstetricians, 6 pediatricians, 6 anesthesiologists, 14 (pediatric) nurses, 10 midwives and 2 paramedics); 13 were excluded due to missing data. The