Abstract
BackgroundSeveral promising studies suggest a positive impact of interactive and media-enriched e-learning resources such as virtual patients (VP) on skill acquisition in pediatric basic life support (PBLS). This study investigates which immanent VP components account for this effect.MethodsN = 103 medical students in their 5th year were assigned to one of three groups: a video group prepared with self-instructional videos on PBLS (N = 37); an animation-enriched VP group with VP containing interactive questions (N = 35), static and animated media, and a static VP group with VP containing interactive questions and only static media (N = 31). Subsequent PBLS demonstrations were video-documented and scored for adherence to guideline-based algorithm, temporal demands (such as correct pace of rescue breaths and chest compressions), and quality of procedural steps (e.g., correct head positioning), as well as overall competency by two group-blinded, independent pediatricians.ResultsGroups did not differ with regard to adherence to correct algorithm (88.7 ± 10.3, 93.3 ± 6.7 and 90.3 ± 10.5, respectively). Self-instruction with animated media – through videos or animation-enriched VP – resulted in a better adherence to temporal demands, as compared with training with static VP (64.5 ± 26.3 and 50.7 ± 25.7, respectively, vs. 23.8 ± 21.0). Procedural quality by the video group was slightly inferior compared with the animation-enriched VP group (79.5 ± 12.3 vs. 82.0 ± 11.9), and distinct inferior in overall ‘competent’ ratings (43.2% vs. 65.7%). The static VP group performed considerably most poorly of all three groups (temporal adherence 73.2 ± 11.9 and 19.4% ‘competent’ ratings).ConclusionsVP can feasibly enhance PBLS skill acquisition. Thoughtful design of animations and interactivity of the VP further improves such skill acquisition, both in quality of performance and in adherence to temporal demands.
Highlights
Several promising studies suggest a positive impact of interactive and media-enriched e-learning resources such as virtual patients (VP) on skill acquisition in pediatric basic life support (PBLS)
Demographic data Of 136 students rotating through pediatrics in the study period, N = 103 (75.7%) agreed to participate in this study and were randomized to groups Video group (Vid) (N = 37), VP with animations (VPanim) (N = 35) and VP with only static media (VPstat) (N = 31)
The three study groups did not differ in distribution of gender, previous PBLS training nor age (Table 1)
Summary
Several promising studies suggest a positive impact of interactive and media-enriched e-learning resources such as virtual patients (VP) on skill acquisition in pediatric basic life support (PBLS). Different approaches for improved dissemination of basic life support (BLS) and pediatric basic life support (PBLS) skills have been described. The instructional use of numerous multimedia and e-learning techniques has recently been the focus of educational research for dissemination of such resuscitation skills. Some of the video-based approaches described improved performance in cardiopulmonary resuscitation (CPR) after self-instruction compared with traditional classroom instruction [2, 3]. Electronic teaching offers effective dissemination of resuscitation techniques through flexible access [6,7,8,9]. In this contex, the learner defines learning content, sequence, pace, and time to best meet educational needs [10]. E-learning is most effective – in theory and practice – when enhancing instructor-led, individual feedback providing teaching formats which is referred to as ‘blended learning’ [9,10,11, 17]
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