Emergency skills learning on video (ESLOV): A single-blinded randomized control trial of teaching common emergency skills using self-instruction video (SIV) versus traditional face-to-face (FTF) methods

Saiboon, Ismail Mohd; Jaafar, Mohd Johar; Ahmad, Nurul Saadah; Nasarudin, Nazhatul Muna Ahmad; Mohamad, Nabishah; Ahmad, Mohd Radhi; Gilbert, John K.

doi:10.3109/0142159x.2013.857013

Cited by 23 publications

(26 citation statements)

References 17 publications

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“…When we focus on preclass videos, literature comparing videos to lectures is unclear, with some studies favoring videos, and some finding no difference in learning outcomes . In other studies, video groups showed worse learning outcomes, with authors citing reasons including no peer interaction, low compliance with learning plans, and lack of accountability .…”

mentioning

confidence: 99%

Dissecting the Contemporary Clerkship: Theory‐based Educational Trial of Videos Versus Lectures in Medical Student Education

Yiu

Spacek

Pageau

et al. 2019

AEM Education and Training

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Background: Despite increasing use of the flipped classroom (FC) technique in undergraduate medical education, the benefit in learning outcomes over lectures is inconsistent. Best practices in preclass video design principles are rarely used, and it is unclear if videos can replace lectures in contemporary medical education. Methods:We conducted a prospective quasi-experimental controlled educational study comparing theorybased videos to traditional lectures in a medical student curriculum. Medical students enrolled in an emergency medicine clerkship were randomly assigned to either a lecture group (LG) or a video group (VG). The slide content was identical, and the videos aligned with cognitive load theory-based multimedia design principles. Students underwent baseline (pretest), week 1 (posttest), and end-of-rotation (retention) written knowledge tests and an observed structured clinical examination (OSCE) assessment. We compared scores between both groups and surveyed student attitudes and satisfaction with respect to the two learning methods.Results: There were 104 students who participated in OSCE assessments (49 LG, 55 VG) and 101 students who participated in knowledge tests (48 LG, 53 VG). The difference in OSCE scores was statistically significant 1.29 (95% confidence interval = 0.23 to 2.35, t(102) = 2.43, p = 0.017), but the actual score difference was small from an educational standpoint (12.61 for LG, 11.32 for VG). All three knowledge test scores for both groups were not significantly different.Conclusions: Videos based on cognitive load theory produced similar results and could replace traditional lectures for medical students. Educators contemplating a FC approach should devote their valuable classroom time to active learning methods. M edical educators have increasingly proposed using a flipped classroom (FC) for medical student education. 1,2 In this model, the traditional lecture is a student's preclass homework, while in-class time is spent on active, inquiry-based learning facilitated by an instructor. 1,3-5 Most preclass lectures were recorded in the forms of podcasts, screencasts, and videos. 6 Despite the promise of FC to promote active learning, outcomes are inconsistent. 6-8 By dissecting how each element (preclass and in-class) contributes to learning,

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mentioning

confidence: 99%

Dissecting the Contemporary Clerkship: Theory‐based Educational Trial of Videos Versus Lectures in Medical Student Education

Yiu

Spacek

Pageau

et al. 2019

AEM Education and Training

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“…Groups attended multiplayer virtual technology, seemed to be more efficient applying CPR in scenarios test [30]. In 2014, a study concerning emergency skills teaching, either by learning on video or face-to-face teaching, found no difference in efficacy of both training methods and also equal confidence to both training methods by the participants [31]. In 2015, the use of a platform (Moodle platform) as a pre-sessional phase prior to classroom phase of teaching advanced life support courses was studied.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Nurses’ Perceptions on Cardiopulmonary Resuscitation (CPR) Education

Tsaloukidis¹,

Michopoulou²,

Peponi³

et al. 2017

J Health Edu Res Dev

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“…In healthcare education, simulation has been used as a teaching tool across a large spectrum of healthcare education such as pharmacy (Tofil et al 2010), nursing (Cant & Cooper 2010) and dentistry. Students can learn lifesaving skills such as cardiopulmonary resuscitation (CPR), defibrillation, intubation, (Mohd Saiboon et al 2014) and intraosseous cannulation skills (Bala Krishnian et al 2016). Simulation was also used to teach less invasive skills like phlebotomy, Ryle's tube insertion, intravenous cannulation, or urinary catheter insertion.…”

Section: Introductionmentioning

confidence: 99%

Influence of Simulation in Malaysian Healthcare Education and Research (ISIM-HERE): A Two- Decade Experience

Saiboon¹,

Mi²,

Hh³

et al. 2019

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Penggunaan simulasi sebagai metodologi pengajaran di institusi kesihatan telah berada di Malaysia semenjak dua dekad. Kajian ini bertujuan untuk menilai kesan simulasi pada senario semasa dan penggunaan di Institusi Pendidikan Kesihatan (AHIs) di Malaysia. Kami telah menjalankan soal selidik ke atas semua populasi AHIs di Malaysia termasuk awam dan swasta. Kami menjalankan soal selidik secara atas talian diikuti dengan temubual secara bersemuka dan menilai jumlah institusi yang menggunakan simulasi, tempoh pengalaman, tujuan, pembiayaan, kategori pengguna dan domain kesihatan, aktiviti penyelidikan, kakitangan yang terlatih serta cabaran yang dihadapi. Daripada 75 insititusi kesihatan yang dihubungi, 38 telah bersetuju untuk mengambil bahagian dalam kajian ini. Dua puluh dua (57.9%) adalah institusi awam manakala 16 (42.1%) adalah institusi swasta. Tiga puluh lima (92.1%) daripada 38 institusi menggunakan simulasi sebagai kaedah pengajaran. Majoriti (15, 42.9%) mempunyai pengalaman kurang dari lima tahun, dan kirakira satu per tiga (11, 31.4%) menggunakan simulasi untuk pengajaran, latihan dan penilaian prestasi. Jururawat (30, 26.1%) adalah pengguna utama diikuti oleh doktor dan paramedik (19, 16.5%). Perawat di hospital dan kumpulan yang menjalankan prosedur adalah dua domain utama sebagai penguna. Hampir tiga suku (25,

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Emergency skills learning on video (ESLOV): A single-blinded randomized control trial of teaching common emergency skills using self-instruction video (SIV) versus traditional face-to-face (FTF) methods

Abstract: SIV is as effective as FTF in teaching and learning basic emergency skills.

Cited by 23 publications

References 17 publications

Dissecting the Contemporary Clerkship: Theory‐based Educational Trial of Videos Versus Lectures in Medical Student Education

Dissecting the Contemporary Clerkship: Theory‐based Educational Trial of Videos Versus Lectures in Medical Student Education

Evaluation of Nurses’ Perceptions on Cardiopulmonary Resuscitation (CPR) Education

Influence of Simulation in Malaysian Healthcare Education and Research (ISIM-HERE): A Two- Decade Experience

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