Implementing blended learning in emergency airway management training: a randomized controlled trial

Kho, Madeleine Huei Tze; Chew, Keng Sheng; Azhar, Abdul Muhaimin Noor; Hamzah, Mohd Lotfi; Chuah, Kee-Man; Bustam, Aida; Chan, Hiang Chuan

doi:10.1186/s12873-018-0152-y

Cited by 28 publications

(50 citation statements)

References 19 publications

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“…Of the 56 studies, 47 were conducted in high-income countries: 14 were from the United States [ 9 , 10 , 29 , 31 , 36 , 38 , 43 , 50 , 53 - 55 , 59 , 61 , 73 ], 2 from Canada [ 47 , 58 ], 5 from Germany [ 39 , 41 , 46 , 57 , 76 ], 3 from the United Kingdom [ 42 , 56 , 75 ], 3 from Spain [ 30 , 45 , 48 ], 1 from France [ 74 ], 1 from Greece [ 34 ], 1 from Sweden [ 67 ], 1 from the Netherlands [ 37 ], 1 from Korea [ 40 ], 1 from Poland [ 79 ], 1 from Serbia [ 70 ], 1 from Croatia [ 64 ], 1 from Turkey [ 32 ], 2 from Taiwan [ 28 , 51 ], 1 from Japan [ 69 ], and 7 from Australia [ 44 , 49 , 63 , 65 , 66 , 68 , 78 ]. Of the 56 studies, 9 studies were conducted in low- or middle-income countries: 2 from Thailand [ 52 , 62 ], 1 from China [ 77 ], 1 from Malaysia [ 72 ], 2 from Iran [ 27 , 71 ], 1 from Jordan [ 35 ], 1 from South Africa [ 11 ], and 1 from Uruguay [ 60 ].…”

Section: Resultsmentioning

confidence: 99%

Blended Learning Compared to Traditional Learning in Medical Education: Systematic Review and Meta-Analysis

Vallée¹,

Blacher²,

Cariou³

et al. 2020

J Med Internet Res

327

230

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Background Blended learning, which combines face-to-face learning and e-learning, has grown rapidly to be commonly used in education. Nevertheless, the effectiveness of this learning approach has not been completely quantitatively synthesized and evaluated using knowledge outcomes in health education. Objective The aim of this study was to assess the effectiveness of blended learning compared to that of traditional learning in health education. Methods We performed a systematic review of blended learning in health education in MEDLINE from January 1990 to July 2019. We independently selected studies, extracted data, assessed risk of bias, and compared overall blended learning versus traditional learning, offline blended learning versus traditional learning, online blended learning versus traditional learning, digital blended learning versus traditional learning, computer-aided instruction blended learning versus traditional learning, and virtual patient blended learning versus traditional learning. All pooled analyses were based on random-effect models, and the I2 statistic was used to quantify heterogeneity across studies. Results A total of 56 studies (N=9943 participants) assessing several types of learning support in blended learning met our inclusion criteria; 3 studies investigated offline support, 7 studies investigated digital support, 34 studies investigated online support, 8 studies investigated computer-assisted instruction support, and 5 studies used virtual patient support for blended learning. The pooled analysis comparing all blended learning to traditional learning showed significantly better knowledge outcomes for blended learning (standardized mean difference 1.07, 95% CI 0.85 to 1.28, I2=94.3%). Similar results were observed for online (standardized mean difference 0.73, 95% CI 0.60 to 0.86, I2=94.9%), computer-assisted instruction (standardized mean difference 1.13, 95% CI 0.47 to 1.79, I2=78.0%), and virtual patient (standardized mean difference 0.62, 95% CI 0.18 to 1.06, I2=78.4%) learning support, but results for offline learning support (standardized mean difference 0.08, 95% CI –0.63 to 0.79, I2=87.9%) and digital learning support (standardized mean difference 0.04, 95% CI –0.45 to 0.52, I2=93.4%) were not significant. Conclusions From this review, blended learning demonstrated consistently better effects on knowledge outcomes when compared with traditional learning in health education. Further studies are needed to confirm these results and to explore the utility of different design variants of blended learning.

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Section: Resultsmentioning

confidence: 99%

Blended Learning Compared to Traditional Learning in Medical Education: Systematic Review and Meta-Analysis

Vallée¹,

Blacher²,

Cariou³

et al. 2020

J Med Internet Res

327

230

View full text Add to dashboard Cite

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“…The increasing number of emergency calls and especially non-urgent calls [ 3 , 5 ] have made it challenging yet crucial for paramedics to assess the care needs of patient and make the proper choices according to the patient’s condition. If the pathophysiology of the disease remains unclear or the emergency situation demands a fast evacuation and transportation, the patient must be treated based on their symptoms and relieving them [ 6 – 8 ]. However, the significance of an accurate preliminary diagnosis is emphasized when long distances are involved and in areas of dispersed settlement when it becomes essential for ensuring effective treatment and definitive care.…”

Section: Discussionmentioning

confidence: 99%

“…Because of these facts, emphasis has now been placed on the clinical decision-making skills of paramedics. Determining an accurate preliminary diagnosis has implications for the quality and safety of care and improving patients’ outcomes [ 7 , 8 ]. Making a wrong preliminary diagnosis can lead to inadequate treatment or adverse events for patients [ 7 , 9 , 10 ].…”

Section: Introductionmentioning

confidence: 99%

The accuracy of preliminary diagnoses made by paramedics – a cross-sectional comparative study

Koivulahti

Tommila

Haavisto

2020

Scand J Trauma Resusc Emerg Med

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Background: Clinical decision-making skills of paramedics have been emphasized because of the growing complexity of emergency medicine nursing. A preliminary diagnosis made by a paramedic has an essential role in directing the subsequent care. An accurate preliminary diagnosis improves the patient's outcome. The research in this area is relatively scarce and there are no previous studies in Finland describing the accuracy of preliminary diagnoses made by paramedics. The aim of this study was to evaluate whether paramedics are making accurate preliminary diagnoses for the patients they are transporting to hospital. In addition, the aim was to describe the variables related to an accurate preliminary diagnosis. Methods: A cross-sectional comparative approach was used and conducted through a questionnaire to gather data from the paramedics. A total of 71 paramedics participated in the study and 378 patient cases were included. The paramedics were asked to describe the basic information of a case, to state their preliminary diagnosis, and give their own educational background. The accuracy of the paramedic's preliminary diagnosis was compared with the discharge diagnosis of the ED physicians retrieved from hospital's patient records. Logistic regression analysis and a binomial test were used to test the statistical significance. Results: The agreement between the paramedics' preliminary diagnosis vs. hospital diagnosis was 70% (n = 261). Diagnostic accuracy varied according to the medical condition from mental diseases and intoxication (86%, p = 0, 000), cerebral strokes (81%, p = 0,007) to infections (31% p = 0,029). The educational background of a bachelordegree-level paramedic (p = 0,016, 95% Cl 1,7-139,6) and a good self-assessment value (p = 0,003, 95% Cl 1,2-2,7) were related to making a correct diagnosis. Conclusions: Paramedics are able to determine preliminary diagnoses at satisfactory level. The relationship between educational background and diagnostic accuracy suggests that there is a definitive need for a specific prehospital nursing education.

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“…Some research concerning burnout among EM staff has been conducted. [ 10 , 11 ] However, few studies have focused on EM physicians, and the published data are inconsistent. Thus, we performed a meta-analysis to systematically evaluate the prevalence of burnout among EM physicians.…”

Section: Introductionmentioning

confidence: 99%

Burnout in emergency medicine physicians

Zhang¹,

Mu²,

et al. 2020

Medicine

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Background: Physician burnout has been a global problem that affects severely the mental status among doctors, especially in emergency medicine (EM). However, few studies have focused on emergency medicine physicians, and the published data are inconsistent. Thus, this meta-analysis is performed to systematically evaluate the prevalence of burnout among emergency medicine physicians. Methods: We systematically searched databases including PubMed, Embase, PsychINFO and the Cochrane Library from inception to September, 2019 for English-language articles. We selected all the original articles those used Maslach Burnout Inventory to assess the prevalence of burnout and its 3 dimensions emotional exhaustion (EE), depersonalization, and personal accomplishment (PA) in emergency medicine physicians. After literature screening, quality evaluation was performed for eligible studies by using the Joanna Briggs Institute (JBI) critical appraisal checklist for studies reporting prevalence data; then, Begg test and Egger test was used to assess publication bias. Pooled prevalence rates were assessed by conducting a meta-analysis using random effects models. Then sensitivity analysis followed to test the stability of the result and detected the source of heterogeneity. Results: A total of 1943 EM physicians provided burnout data. The pooled prevalence rates of high levels of emotional exhaustion, high levels of depersonalization and low levels of PA were 40% (95% CI: 26%–55%; I 2 = 97.4%), 41% (95% CI: 30%–52%; I 2 = 94.5%) and 35% (95% CI: 19%–52%; I 2 = 99.0%), respectively. The mean burnout scores were 23.95 (SD = 11.88) for emotional exhaustion, 11.63 (SD = 6.85) for depersonalization, and 34.69 (SD = 7.71) for PA. Conclusions: This meta-analysis demonstrate a high level of burnout prevalent in EM physicians that approximately 40% experience high levels of EE and depersonalization. Our findings also suggest that EM physicians are more susceptible to burnout compared with physicians in other departments and other medical staffs in EM. More attention should be payed to mental status of EM physicians and further investigation concerning how to reduce burnout would be beneficial for EM physicians. Registration: INPLASY202060060 in inplasy.com (doi.org/10.37766/inplasy2020.6.0060)

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Implementing blended learning in emergency airway management training: a randomized controlled trial

Cited by 28 publications

References 19 publications

Blended Learning Compared to Traditional Learning in Medical Education: Systematic Review and Meta-Analysis

Blended Learning Compared to Traditional Learning in Medical Education: Systematic Review and Meta-Analysis

The accuracy of preliminary diagnoses made by paramedics – a cross-sectional comparative study

Burnout in emergency medicine physicians

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