A randomized controlled, non-inferiority trial of Moodle online learning for basic life support training on learning outcomes among dental students.

Abstract

Dental students require basic life support (BLS) training to build their competency in cardiac arrest response. Online learning differs from the types of learning commonly practiced in Asia. We compared online learning and didactic lecture for BLS training in Thai dental students on knowledge, skill, and satisfaction. This was a randomized controlled, single-blinded, non-inferiority trial in fifth-year students from Khon Kaen University's Faculty of Dentistry from August 2015 to February 2016. Online learning was conducted using Modular Object-Oriented Dynamic Learning Environment (Moodle) 2.9 and required 90 min. Those in the didactic lecture group received a 90-min lecture covering similar content. Both groups received 2 h of skill training. After training, we evaluated their ability to pass a skills test, knowledge scores (immediately after training and 3 months later), and course satisfaction (5-point Likert scale). We included 78 students and randomized them to online learning (39) or didactic lecture (39). The difference in proportion (95% confidence interval [CI]) of students passing the skills test on their first attempt was -1.5 (-20.8, 23.8), and all passed on their second attempt. The mean differences (95% CI) between the groups' immediate and 3 months knowledge scores were -2.5 (-6.2, 1.2), and -1.3 (-4.9, 2.3), respectively. The mean difference (95% CI) in satisfaction score was 0.02 (-0.28, 0.32). Online learning and didactic lectures yielded comparable knowledge and skills, including satisfaction in Thai dental students. Online BLS training may alternatively aim for self-paced learning and increase flexibility. The recommendation is to increase online BLS learning in Thai culture.