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Mobile application adjunct to the WHO basic emergency care course: a mixed methods study.

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  • 1Department of Emergency Medicine, University of California San Francisco, San Francisco, California, USA.

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Summary
This summary is machine-generated.

A mobile app did not improve knowledge retention for the Basic Emergency Care (BEC) course. Barriers like technology and language limited the app's impact, despite positive user reception.

Keywords:
ACCIDENT & EMERGENCY MEDICINEEDUCATION & TRAINING (see Medical Education & Training)QUALITATIVE RESEARCH

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Area of Science:

  • Medical Education
  • Digital Health Interventions
  • Healthcare Worker Training

Background:

  • Traditional lecture-based courses may not optimize long-term knowledge retention in adult learners.
  • The World Health Organization (WHO) developed a 5-day Basic Emergency Care (BEC) course.
  • Mobile applications offer potential for enhancing medical education and knowledge retention.

Purpose of the Study:

  • To assess the impact of a mobile application (BEC app) as an adjunct to the traditional BEC course on knowledge acquisition and retention.
  • To evaluate healthcare workers' perceptions, acceptability, and barriers to adopting the BEC app.
  • To compare knowledge retention and self-efficacy between a BEC course alone and a BEC course supplemented with a BEC app.

Main Methods:

  • A mixed-methods prospective cohort study was conducted with adult healthcare workers in Tanzania.
  • Participants were enrolled in the BEC course and divided into a control group (BEC course only) or an intervention group (BEC course plus BEC app).
  • Knowledge assessment scores and self-efficacy were measured at multiple time points, alongside qualitative data from focus groups on app adoption.

Main Results:

  • No significant differences in mean knowledge scores or self-efficacy were observed between the BEC course and BEC app groups at any time point.
  • Both groups showed significant knowledge improvement from enrollment to course completion.
  • Focus groups identified themes of educational and clinical utility, user experience, and barriers related to access and usage of the BEC app.

Conclusions:

  • While the BEC app was well-received, it did not demonstrate a significant impact on knowledge retention or self-efficacy compared to the traditional BEC course alone.
  • Limited app usage was reported, suggesting that technologic, linguistic, and content-related barriers may have hindered its effectiveness.
  • Further research is needed to overcome identified barriers and optimize the integration of digital tools in healthcare education.