Multimedia and interactivity in distance learning of resuscitation guidelines: a randomised controlled trial

ABSTRACT The aim of the study was to conduct a comparative analysis of three forms of knowledge transfer online, taking into account the long-term knowledge growth rate and the satisfaction of students surveyed in respect to distance learning. The cohort of participants for this survey were students of the first degree, studying in the Emergency Medical Services. The authors created three e-learning courses in basic and advanced resuscitation procedures. The level of course participants’ satisfaction was analysed, as well as the knowledge growth rate measured three times: 7, 30 and 90 days, respectively, after finishing the course. The level of satisfaction in all the groups surveyed was comparable. The growth rate for knowledge was the highest in group C in the second and third survey, respectively (30 and 90 days after the end of the course), and a significant difference in favour of course C was demonstrated one month after finishing classes.

[1]  Wei-Chih Hsu,et al.  A competency-based guided-learning algorithm applied on adaptively guiding e-learning , 2015, Interact. Learn. Environ..

[2]  G. Perkins,et al.  E-learning in advanced life support--an evaluation by the Resuscitation Council (UK). , 2015, Resuscitation.

[3]  Olojo Oludare Jethro,et al.  E-learning and its Effects on Teaching and Learning in a Global Age , 2012 .

[4]  Patrick D. Bridge,et al.  The Effectiveness of Streaming Video on Medical Student Learning: A Case Study , 2009, Medical education online.

[5]  Jessie Barrot,et al.  Effects of Knowledge Channel Videos on the Achievement of Students in Various Learning Environments , 2015 .

[6]  T. V. Geetha,et al.  Dynamic learner profiling and automatic learner classification for adaptive e-learning environment , 2016, Interact. Learn. Environ..

[7]  M. J. Cox,et al.  Formal to informal learning with IT: research challenges and issues for e-learning , 2013, J. Comput. Assist. Learn..

[8]  Alfred Bork,et al.  Multimedia in Learning , 2001 .

[9]  Margaret I. Brown,et al.  Increasing interactivity in lectures using an electronic voting system , 2004, J. Comput. Assist. Learn..

[10]  D. Campbell,et al.  Teaching medical students to resuscitate children: An innovative two‐part programme , 2011, Emergency medicine Australasia : EMA.

[11]  Jace Hargis.  A SECOND LIFE FOR DISTANCE LEARNING , 2008 .

[12]  Wojciech Bizon.  THE ACCURACY AND RELIABILITY OF PRELIMINARY MEASUREMENTS IN EXAMINING THE EFFECTIVENESS OF E-LEARNING TRAININGS (Trafnosc i rzetelnosc pomiarow wstepnych przy badaniu efektywnosci szkolen e-learningowych) , 2010 .

[13]  Elif Taslibeyaz,et al.  Interactive video usage on autism spectrum disorder training in medical education , 2017, Interact. Learn. Environ..

[14]  Jan L. Plass,et al.  Interplay of prior knowledge, self-regulation and motivation in complex multimedia learning environments , 2016, J. Comput. Assist. Learn..

[15]  Paul Baker,et al.  Faculty Opinions recommendation of European Resuscitation Council Guidelines for Resuscitation 2015: Section 2. Adult basic life support and automated external defibrillation. , 2018, Faculty Opinions – Post-Publication Peer Review of the Biomedical Literature.

[16]  Magdalena Roszak,et al.  Learning Content Development System (LCDS) jako narzędzie tworzenia materiałów powtórkowych , 2013 .

[17]  Magdalena Roszak,et al.  Educational Multimedia Materials in Academic Medical Training , 2014 .

[18]  Peter Iserbyt,et al.  Learning basic life support (BLS) with tablet PCs in reciprocal learning at school: are videos superior to pictures? A randomized controlled trial. , 2014, Resuscitation.

[19]  S. E. Rasmussen,et al.  E-learning in pediatric basic life support: a randomized controlled non-inferiority study. , 2015, Resuscitation.

[20]  Yianna Vovides,et al.  E-learning in medical education in resource constrained low- and middle-income countries , 2013, Human Resources for Health.

[21]  Tzu-Hua Wang,et al.  What strategies are effective for formative assessment in an e-learning environment? , 2007, J. Comput. Assist. Learn..

[22]  A. Tella.  Users' Satisfaction with e-Learning: A Case Study of the University of Botswana , 2010 .

[23]  Z. Kopański,et al.  Analysis of Web-based learning methods in emergency medicine: randomized controlled trial , 2016, Archives of medical science : AMS.

[24]  Magdalena Roszak,et al.  Using a Virtual Learning Environment as a Key to the Development of Innovative Medical Education , 2014 .

[25]  K. Monsieurs,et al.  Guidelines for Resuscitation 2015 ection 10 . Education and implementation of resuscitation , 2015 .

[26]  J. Soar,et al.  Adult basic life support and automated external defibrillation , 2015 .

[27]  Urszula Świerczyńska-Kaczor.  Nauczanie języków obcych z zastosowaniem wirtualnych światów oraz serwisów społecznościowych , 2009 .

[28]  Magdalena Roszak,et al.  Implementation of e-learning portal for academic education and lifelong learning , 2016 .

[29]  Chen-Fu Chien,et al.  User-experience of tablet operating system: An experimental investigation of Windows 8, iOS 6, and Android 4.2 , 2014, Comput. Ind. Eng..

[30]  L. Quan,et al.  Comparison of three instructional methods for teaching cardiopulmonary resuscitation and use of an automatic external defibrillator to high school students. , 2006, Resuscitation.

[31]  Shu-Sheng Liaw,et al.  Investigating students' perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system , 2008, Comput. Educ..

[32]  Martin R. Fischer,et al.  Use of Learning Media by Undergraduate Medical Students in Pharmacology: A Prospective Cohort Study , 2015, PloS one.