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

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 res...

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Bibliographic Details
Published in:The Turkish online journal of distance education TOJDE 2013-01, Vol.14 (1), p.256
Main Authors: Hemmati, Nima, Omrani, Soghra, Hemmati, Naser
Format: Article
Language:English
Subjects:
Comparative Analysis
Computer Software
Control Groups
Experimental Groups
Feedback (Response)
First Aid
Foreign Countries
Grades (Scholastic)
Guidelines
Instructional Effectiveness
Internet
Iran
Lecture Method
Measures (Individuals)
Medical Education
Medical Schools
Multimedia Instruction
Multimedia Materials
Physicians
Pretests Posttests
Professional Continuing Education
Quasiexperimental Design
Questionnaires
Satisfaction
Self Evaluation (Individuals)
Teaching Methods
Test Analysis
Visual Aids
Web Based Instruction
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Summary: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.)
ISSN:1302-6488
1302-6488