对比混合学习和传统教学对非专业人士基本生命支持的影响:一项随机对照试验
Ying-Chih Ko1, Hao-Yang Lin2, Wen-Chu Chiang3
1Section of Emergency Medicine, Department of Medicine, National Taiwan University Cancer Center, Taipei, Taiwan.
Journal of the Formosan Medical Association = Taiwan yi zhi
|November 23, 2023
概括
混合学习与三个练习轮显著改善了非专业人士的基本生命支持 (BLS) 技能,特别是胸部压缩速度和减少手放时间. 这种方法为传统教学提供了有效的替代方案.
科学领域:
- 医学教育 医学教育
- 紧急医疗 紧急医疗
- 心肺复苏心肺复苏的使用方法
背景情况:
- 混合学习结合了教练领导和自我指导的优势,用于基本生命支持 (BLS).
- 传统的BLS培训依赖于讲座和有限的实践.
研究的目的:
- 为了比较混合学习与BLS培训非专业人士的传统方法之间的有效性.
- 评估混合学习中不同练习轮对BLS绩效的影响.
主要方法:
- 108名参与者被随机分为三组:传统教学,混合学习与两轮实践,混合学习与三轮实践.
- 混合学习包括在线视频课程,随后是基于人形的实践练习.
- 绩效通过胸部压缩速度,放手时间,知识,态度和信心来评估.
主要成果:
- 与传统 (68.09%,1.12s) 和两次练习组 (80.03%,0.86s) 相比,与三轮练习组混合学习的确切胸部压缩率 (89.42%) 和更短的手放时间 (0.17s) 显著提高,与传统 (68.09%,1.12s) 和两次练习组相比 (80.03%,0.86s).
- 两组混合学习小组在确认环境安全方面都表现出卓越的表现.
- 两组知识测试成绩,态度或信心水平没有显著差异.
结论:
- 混合学习,特别是三次实践课程,是BLS培训的可行和有效替代方案.
- 在混合学习中增加练习频率可以提高关键技能,例如胸部压缩质量,并最大限度地减少中断.
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