Comparison of Electronic Learning Versus Discussion-Based Learning Methods on Learning Rate of Medical Students about Sedation in the Emergency Room: An Analytical Descriptive Prospective Study
-
Aidin Zeinaly
,
Afsaneh Mouseli Kelvanagh
,
Maryam Soleimanpour
,
Robab Mehdizadeh Esfanjani
,
Hassan Soleimanpour
Abstract
Background: The aim of the present study was to compare the effectiveness of two teaching models (e-learning and discussion-based learning) on the learning process of emergency department interns in relation to the use of the sedatives.
Methods: In this study, 129 interns introduced to the emergency medicine department were included in the study. These interns were randomly divided into two groups, I and II. For both groups, a pre-test based on standard parallel multiple-choice questions (MCQs) was prepared. Then, the electronic software which was prepared was distributed to the first group. For people of group II, six hours of discussion-based training was conducted for 3 consecutive weeks. At the end of the course (after 1 month), a post-test, which was the same questions as the pre-test, was obtained from interns in both groups.
Results: At the end of the study, we found a significant improvement in the learning rate of both groups all aspects of the knowledge including: science related to the use of narcotics in sedation (P=0.01 for e-learning group and P<0.001 for discussion based group), knowledge related to the use of intravenous anesthetics for sedation(P=0.025 for e-learning group P<0.001 for discussion based group), Knowledge related to definition and clinical judgments in sedation and Knowledge related to the use of Neuromuscular blocking agents (NMBAs) for sedation (P<0.001 for both groups). However, for all the investigated results, the learning rate was significantly better in the discussion-based learning group compared to the e-learning group (P<0.001).
Conclusion: According to the results of this study, we found using either e-learning or discussion-based learning methods increase the acquisition of sedation knowledge for emergency department students. However, the discussion-based method have better results on the learning process of the interns.
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[25] Yilmaz D, Tekkaya C, Sungur S. The comparative effects of prediction/discussion‐based learning cycle, conceptual change text, and traditional instructions on student understanding of genetics. International Journal of Science Education. 2011; 33(5):607-28.
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[28] Khoshbaten M, Soleimanpour H, Ala A, Shams Vahdati S, Ebrahimian K, Safari S, 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):e15546.
[29] Soleimanpour M, Rahmani F, Golzari MN, Ala A, Bagi HRM, Esfanjani RM, et al. Comparison of electronic learning versus lecture-based learning in improving emergency medicine residents’ knowledge about mild induced hypothermia after cardiac arrest. Anesth Pain Med.. 2017;7(4).
[30] Taylor EJ, Mamier I, Bahjri K, Anton T, Petersen F. Efficacy of a self‐study programme to teach spiritual care. J Clin Nurs. 2009; 18(8):1131-40.
[31] Sinclair PM, Kable A, Levett-Jones T, Booth D. The effectiveness of Internet-based e-learning on clinician behaviour and patient outcomes: a systematic review. Int J Nurs Stud. 2016; 57:70-81.
[32] Halcomb E, Williams A, Ashley C, McInnes S, Stephen C, Calma K, et al. The support needs of Australian primary health care nurses during the COVID‐19 pandemic. J Nurs Manag. 2020; 28(7):1553-60.
[33] Campbell S, Roden J. Research approaches for novice nephrology nurse researchers. Renal Society of Australasia Journal. 2010;6(3):114-20.
[34] Ash K, Yates P. THE NATIONAL CANCER NURSING EDUCATION PROJECT--TEN YEARS ON. Aust Nurs Midwifery J. 2016; 24(4):39.
[35] Lakbala P. Barriers in implementing E-learning in Hormozgan University of Medical Sciences. Glob J Health Sci. 2016; 8(7):83-92.
[36] Regmi K, Jones L. A systematic review of the factors–enablers and barriers–affecting e-learning in health sciences education. BMC medical education. 2020; 20(1):1-18.
[2] Karunaratne K, Perera N. Students’ perception on the effectiveness of industrial internship programme. Education Quarterly Reviews. 2019;2(4).
[3] Bahari G, Alharbi F, Alharbi O. Facilitators of and barriers to success in nursing internship programs: A qualitative study of interns' and faculty members' perspectives. Nurse Educ Today. 2022; 109:105257.
[4] Pokhrel S, Chhetri R. A literature review on impact of COVID-19 pandemic on teaching and learning. Higher education for the future. 2021; 8(1):133-41.
[5] Adedoyin OB, Soykan E. Covid-19 pandemic and online learning: the challenges and opportunities. Interactive learning environments. 2020:1-13.
[6] Mseleku Z. A literature review of E-learning and E-teaching in the era of Covid-19 pandemic. Sage Los Angeles, CA, USA: 2020.
[7] Raoofi A, Takian A, Sari AA, Olyaeemanesh A, Haghighi H, Aarabi M. COVID-19 pandemic and comparative health policy learning in Iran. Archives of Iranian Medicine (AIM). 2020; 23(4).
[8] Salmani N, Bagheri I, Dadgari A. Iranian nursing students experiences regarding the status of e-learning during COVID-19 pandemic. Plos one. 2022; 17(2):e0263388.
[9] Cook DA, Levinson AJ, Garside S, Dupras DM, Erwin PJ, Montori VM. Internet-based learning in the health professions: a meta-analysis. Jama. 2008; 300(10):1181-96.
[10] O’Doherty D, Dromey M, Lougheed J, Hannigan A, Last J, McGrath D. Barriers and solutions to online learning in medical education–an integrative review. BMC medical education. 2018; 18(1):1-11.
[11] Smedley A, Morey P. Improving learning in the clinical nursing environment: perceptions of senior Australian bachelor of nursing students. Journal of Research in Nursing. 2010; 15(1):75-88.
[12] Skøien AK, Vågstøl U, Raaheim A. Learning physiotherapy in clinical practice: Student interaction in a professional context. Physiother Theory Pract. 2009; 25(4):268-78.
[13] Chu LF, Ngai LK, Young CA, Pearl RG, Macario A, Harrison TK. Preparing interns for anesthesiology residency training: development and assessment of the successful transition to anesthesia residency training (START) e-learning curriculum. J Grad Med Educ. 2013; 5(1):125-9.
[14] Major ME, Ramaekers SP, Engelbert RH, Van der Schaaf M. Preparing undergraduate students for clinical work in a complex environment: evaluation of an e-learning module on physiotherapy in the intensive care unit. BMC Med Educ. 2020; 20(1):1-10.
[15] Wakai A, Blackburn C, McCabe A, Reece E, O'Connor G, Glasheen J, et al. The use of propofol for procedural sedation in emergency departments. Cochrane Database Syst Rev. 2015(7).
[16] Godwin SA, Caro DA, Wolf SJ, Jagoda AS, Charles R, Marett BE, et al. Clinical policy: procedural sedation and analgesia in the emergency department. Ann Emerg Med. 2005;45(2):177-96.
[17] Tohda G, Higashi S, Sakumoto H, Sumiyoshi K, Kane T. Efficacy and safety of nurse-administered propofol sedation during emergency upper endoscopy for gastrointestinal bleeding: a prospective study. Endoscopy. 2006;38(07):684-9.
[18] Lamba S, Wilson B, Natal B, Nagurka R, Anana M, Sule H. A suggested emergency medicine boot camp curriculum for medical students based on the mapping of Core Entrustable Professional Activities to Emergency Medicine Level 1 milestones. Adv Med Educ Pract. 2016; 115-24.
[19] Haladyna TM, Downing SM, Rodriguez MC. A review of multiple-choice item-writing guidelines for classroom assessment. Applied measurement in education. 2002;15(3):309-33.
[20] Lewis KO, Cidon MJ, Seto TL, Chen H, Mahan JD. Leveraging e-learning in medical education. Curr Probl Pediatr Adolesc Health Care. 2014; 44(6):150-63.
[21] Zehry K, Halder N, Theodosiou L. E-Learning in medical education in the United Kingdom. Procedia-Social and Behavioral Sciences. 2011; 15:3163-7.
[22] Jo I-H, Park Y, Kim J, Song J. Analysis of online behavior and prediction of learning performance in blended learning environments. Educational Technology International. 2014; 15(2):71-88.
[23] Murthykumar K, Veeraiyan DN, Prasad P. Impact of video based learning on the perfomance of post graduate students in biostatistics: A retrospective study. J Clin Diagn Res. 2015; 9(12):ZC51.
[24] Zhao B, Potter DD. Comparison of lecture-based learning vs discussion-based learning in undergraduate medical students. J Surg Educ. 2016; 73(2):250-7.
[25] Yilmaz D, Tekkaya C, Sungur S. The comparative effects of prediction/discussion‐based learning cycle, conceptual change text, and traditional instructions on student understanding of genetics. International Journal of Science Education. 2011; 33(5):607-28.
[26] Moloney RM, Tambor ES, Tunis SR. Patient and clinician support for the learning healthcare system: recommendations for enhancing value. J Comp Eff Res. 2016; 5(2):123-8.
[27] Feng JY, Chang YT, Chang HY, Erdley WS, Lin CH, Chang YJ. Systematic review of effectiveness of situated e‐learning on medical and nursing education. Worldviews Evid Based Nurs. 2013; 10(3):174-83.
[28] Khoshbaten M, Soleimanpour H, Ala A, Shams Vahdati S, Ebrahimian K, Safari S, 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):e15546.
[29] Soleimanpour M, Rahmani F, Golzari MN, Ala A, Bagi HRM, Esfanjani RM, et al. Comparison of electronic learning versus lecture-based learning in improving emergency medicine residents’ knowledge about mild induced hypothermia after cardiac arrest. Anesth Pain Med.. 2017;7(4).
[30] Taylor EJ, Mamier I, Bahjri K, Anton T, Petersen F. Efficacy of a self‐study programme to teach spiritual care. J Clin Nurs. 2009; 18(8):1131-40.
[31] Sinclair PM, Kable A, Levett-Jones T, Booth D. The effectiveness of Internet-based e-learning on clinician behaviour and patient outcomes: a systematic review. Int J Nurs Stud. 2016; 57:70-81.
[32] Halcomb E, Williams A, Ashley C, McInnes S, Stephen C, Calma K, et al. The support needs of Australian primary health care nurses during the COVID‐19 pandemic. J Nurs Manag. 2020; 28(7):1553-60.
[33] Campbell S, Roden J. Research approaches for novice nephrology nurse researchers. Renal Society of Australasia Journal. 2010;6(3):114-20.
[34] Ash K, Yates P. THE NATIONAL CANCER NURSING EDUCATION PROJECT--TEN YEARS ON. Aust Nurs Midwifery J. 2016; 24(4):39.
[35] Lakbala P. Barriers in implementing E-learning in Hormozgan University of Medical Sciences. Glob J Health Sci. 2016; 8(7):83-92.
[36] Regmi K, Jones L. A systematic review of the factors–enablers and barriers–affecting e-learning in health sciences education. BMC medical education. 2020; 20(1):1-18.
| Files | ||
| Issue | Vol 10 No Supp. 2 (2024): Supplement 2 |
|
| Section | Research Article(s) | |
| DOI | https://doi.org/10.18502/aacc.v10is2.17212 | |
| Keywords | ||
| Sedation Emergency medicine E-learning training discussion based learning | ||
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How to Cite
1.
Zeinaly A, Mouseli Kelvanagh A, Soleimanpour M, Mehdizadeh Esfanjani R, Soleimanpour H. Comparison of Electronic Learning Versus Discussion-Based Learning Methods on Learning Rate of Medical Students about Sedation in the Emergency Room: An Analytical Descriptive Prospective Study. Arch Anesth & Crit Care. 2024;10(Supp. 2):557-564.
