A Comparison of Internet-Based Learning and Traditional Classroom Lecture to Learn CPR for Continuing Medical Education

Autor/inn/en	Hemmati, Nima; Omrani, Soghra; Hemmati, Naser
Titel	A Comparison of Internet-Based Learning and Traditional Classroom Lecture to Learn CPR for Continuing Medical Education
Quelle	In: Turkish Online Journal of Distance Education, 14 (2013) 1, S.256-265 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-6488
Schlagwörter	Instructional Effectiveness; Guidelines; Medical Education; Foreign Countries; Internet; Feedback (Response); First Aid; Quasiexperimental Design; Lecture Method; Medical Schools; Web Based Instruction; Professional Continuing Education; Physicians; Grades (Scholastic); Comparative Analysis; Satisfaction; Pretests Posttests; Visual Aids; Computer Software; Teaching Methods; Multimedia Instruction; Multimedia Materials; Self Evaluation (Individuals); Control Groups; Experimental Groups; Measures (Individuals); Questionnaires; Iran + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Richtlinien; Medizinische Ausbildung; Ausland; Unfallhilfe; Web Based Training; Berufsfeldbezogener Unterricht; Weiterbildung; Physician; Doctor; Arzt; Notenspiegel; Zufriedenheit; Anschauungsmaterial; Teaching method; Lehrmethode; Unterrichtsmethode; Multimediales Lernen; Messdaten; Fragebogen
Abstract	The purpose of this study was to compare the satisfaction and effectiveness of Internet-based learning (IBL) and traditional classroom lecture (TCL) for continuing medical education (CME) programs by comparing final resuscitation exam results of physicians who received the newest cardiopulmonary resuscitation (CPR) curriculum guidelines training either by traditional or by an Internet-based CME. A randomized two-group pretest-posttest quasi-experimental design was used. Postgraduate general physician trainees of Iran medical schools were participated. Two methods were compared for teaching the newest curriculum guidelines of the American Heart Association: lecture method in which the teacher follows a Power point presentation with linear layout, and with interactive self-assessment and Scenario-based learning, feedback, multimedia with linear and nonlinear layout with the same power point presentation as lecture in terms of text and photography. The data on final CPR exam grades, collected both groups trained physicians, were obtained for a total of 80 physicians in 2011. An independent sample t-test analysis indicated that participants in the IBL format reported significantly higher mean ratings for this format (62.5 plus or minus 2.32) than TCL format (54.6 plus or minus 2.18) (p = 0.001). There were no significant differences between the two groups in cognitive gains (p less than 0.05) well-designed IBL content can be effective or a supplement component to CME. (Contains 3 tables.) (As Provided).
Anmerkungen	Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10