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Improving Pediatric Basic Life Support Performance Through Blended Learning With Web-Based Virtual Patients:

Ronny Lehmann1, Christiane Thiessen, Barbara Frick

  • 1Center for Pediatrics and Adolescent Medicine, Department of General Pediatrics, University Hospital Heidelberg, Heidelberg, Germany. ronny.lehmann@med.uni-heidelberg.de.

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Summary

Blended learning using virtual patients (VPs) significantly improved pediatric basic life support (PBLS) skills in medical students. This approach enhanced procedural knowledge and objective performance compared to traditional methods.

Keywords:
blended learningpediatric basic life supportperformancesimulationvirtual patients

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Area of Science:

  • Medical Education
  • Emergency Medicine Training

Background:

  • E-learning and blended learning are increasingly popular in emergency medicine.
  • Limited data exists on their impact on procedural skill acquisition compared to traditional methods.

Purpose of the Study:

  • To investigate the impact of blended learning, incorporating virtual patients (VPs) and standard pediatric basic life support (PBLS) training.
  • To assess effects on procedural knowledge, objective performance, and self-assessment.

Main Methods:

  • 57 medical students were randomized into an intervention (VPs + handouts) and control (handouts only) group.
  • Both groups underwent simulation-based PBLS training.
  • Measurements included procedural knowledge, decision-making skills, PBLS performance, and self-assessment at multiple time points.

Main Results:

  • The intervention group showed significantly superior procedural knowledge post-preparation.
  • Objective measures of PBLS performance (adherence, temporal demands, procedural quality) were significantly better in the intervention group.
  • Self-assessments showed significant differences only after the preparation phase.

Conclusions:

  • Blended learning integrating virtual patients with hands-on training demonstrably enhances pediatric basic life support performance.
  • This approach yields superior objective outcomes in procedural skill acquisition for medical students.