Methodology of Specialist Physicians Training: From Traditional to e-Learning

Area of Science:

• Medical Education
• Emergency Medicine
• E-learning

Background:

• Mixed-methodology approaches are recognized for their effectiveness in medical training.
• Conclusive evidence regarding mixed methodology in specialist Advanced Life Support (ALS) training is lacking.
• E-learning integration in medical education offers potential for flexible and accessible learning.

Purpose of the Study:

• To evaluate the efficacy of a mixed didactic methodology, incorporating e-learning, compared to traditional face-to-face training in ALS.
• To determine if blended learning approaches produce comparable outcomes in specialist medical training.
• To assess performance, perceived quality, and satisfaction in ALS training using mixed methods.

Main Methods:

• A quasi-experimental study design focused on efficiency and seven-month evaluation.
• 114 specialist doctors participated, with groups demonstrating homogeneity in sociodemographic and pre-test variables.
• Intervention involved e-learning plus face-to-face workshops versus standard face-to-face training.

Main Results:

• No significant differences were observed in immediate or deferred performance in knowledge and technical skills for cardiac arrest scenarios.
• The face-to-face training group reported significantly higher levels of satisfaction.
• Perceptions of the training itself were similar between the mixed-method and traditional groups.

Conclusions:

• Mixed methodology, integrating e-learning in ALS courses, can maintain comparable performance outcomes to traditional methods.
• Blended learning approaches effectively reduce the duration of face-to-face sessions while ensuring similar performance.
• While performance is comparable, face-to-face training may enhance participant satisfaction.