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Which Form of Medical Training is the Best in Improving Interns’ knowledge Related to Advanced Cardiac Life Support Drugs Pharmacology? An Educational Analytical Intervention Study Between Electronic Learning and Lecture-Based Education

AUTHORS

Manouchehr Khoshbaten 1 , Hassan Soleimanpour 2 , * , Alireza Ala 3 , Samad Shams Vahdati 3 , Kimia Ebrahimian 4 , Saeid Safari 5 , Samad EJ Golzari 6 , Fariba Salek Ranjbarzadeh 1 , Robab Mehdizadeh Esfanjani 7

1 Medical Education Research Center, Tabriz University of Medical Sciences, Iran

2 Cardiovascular Research Center, Tabriz University of Medical Sciences, Tabriz, Iran

3 Department of Emergency Medicine, Tabriz University of Medical Sciences, Tabriz, Iran

4 Students’ Research Committee, Tabriz University of Medical Sciences, Tabriz, Iran

5 Department of Anesthesiology and Critical Care Department, Iran University of Medical Sciences, Tehran, Iran

6 Medical Philosophy and History Research Center, Tabriz University of Medical Sciences, Tabriz, Iran

7 Neurosciences Research Center, Tabriz University of Medical Sciences, Tabriz, Iran

How to Cite: Khoshbaten M, Soleimanpour H, Ala A, Shams Vahdati S, Ebrahimian K, et al. Which Form of Medical Training is the Best in Improving Interns’ knowledge Related to Advanced Cardiac Life Support Drugs Pharmacology? An Educational Analytical Intervention Study Between Electronic Learning and Lecture-Based Education, Anesth Pain Med. 2014 ; 4(1):e93352. doi: 10.5812/aapm.15546.

ARTICLE INFORMATION

Anesthesiology and Pain Medicine: 4 (1); e93352
Published Online: February 08, 2014
Article Type: Research Article
Received: May 11, 2019
Accepted: November 27, 2013
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Abstract

Background: Conventional educational systems seem to be improper throughout the cardiopulmonary resuscitation (CPR) teaching process. The most common causes of failed resuscitation are unfamiliarity with cardiopulmonary resuscitation algorithms, poor performance of leader of the CPR team and lack of skilled personnel, coordination among members during resuscitation, and responsibility of staff.

Objectives: Electronic learning, as a new educational method is controversial issue in medical education for improving physicians’ practical knowledge and it is inevitable that further research on its effectiveness should be done.

Materials and Methods: The present study is a prospective, pre- and post-educational, cross-sectional research, in which 84 interns were randomly divided into two groups. pre- and post- educational interventions that took place in the Department of Emergency Medicine, interns were evaluated by 21 multiple choice questions related to American Heart Association guidelineson cardiopulmonary resuscitation drugs. Questions were assessed in terms of routes for CPR drugs administration, CPR drug dosage forms, clinical judgment and appropriate CPR drug administration, and the alternative drugs in emergency situations. Data were analyzed by generalized estimating equations regression models and P < 0.05 was considered statistically significant.

Results: Evaluating the effectiveness of both educational methods revealed that the mean answering score for 21 questions before education was 7.5 ± 2.6 and no significant difference was observed in groups (P = 0.55). However, after education, the average scores significantly increased to 11.0 ± 3.9 (P < 0.001). Electronic learning method was not associated with considerable increase in the knowledge of interns in this group compared with the lecture-based group (P = 0.49).

Conclusions: No significant differences were observed between electronic learning and lecture-based education in improving interns’ knowledge of CPR drugs.

Keywords

Cardiopulmonary Resuscitation Emergency Medicine Education

© 2014, Author(s). This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.

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