https://doi.org/10.5812/aapm.15546

Which Form of Medical Training is the Best in Improving Interns’ knowledge Related to Advanced Cardiac Life Support Drugs Pharmacology? An Educational Analytical Intervention Study Between Electronic Learning and Lecture-Based Education

authors:

avatar Manouchehr Khoshbaten 1 , avatar Hassan Soleimanpour 2 , * , avatar Alireza Ala 3 , avatar Samad Shams Vahdati 3 , avatar Kimia Ebrahimian 4 , avatar Saeid Safari 5 , avatar Samad EJ Golzari 6 , avatar Fariba Salek Ranjbarzadeh 1 , avatar Robab Mehdizadeh Esfanjani 7

Medical Education Research Center, Tabriz University of Medical Sciences, Iran
Cardiovascular Research Center, Tabriz University of Medical Sciences, Tabriz, Iran
Department of Emergency Medicine, Tabriz University of Medical Sciences, Tabriz, Iran
Students’ Research Committee, Tabriz University of Medical Sciences, Tabriz, Iran
Department of Anesthesiology and Critical Care Department, Iran University of Medical Sciences, Tehran, Iran
Medical Philosophy and History Research Center, Tabriz University of Medical Sciences, Tabriz, Iran
Neurosciences Research Center, Tabriz University of Medical Sciences, Tabriz, Iran
Anesthesiology and Pain Medicine: Vol.4, issue 1; e93352
published online: February 08, 2014
article type: Research Article
received: May 11, 2019
accepted: November 27, 2013

how to cite: Khoshbaten M, Soleimanpour H, Ala A, Shams Vahdati S, Ebrahimian K, et al. Which Form of Medical Training is the Best in Improving Interns’ knowledge Related to Advanced Cardiac Life Support Drugs Pharmacology? An Educational Analytical Intervention Study Between Electronic Learning and Lecture-Based Education. Anesth Pain Med. 2014;4(1):e93352. https://doi.org/10.5812/aapm.15546.

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.

References

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    The references are available in PDF file.