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Journals / Turkish Online Journal of Distance Education / 2013 / Cilt: 14 - Sayı: 1

A Comparison Of Internet-Based Learning And Traditional Classroom Lecture To Learn Cpr For Continuing Medical Education

Nima HEMMATI Students Scientific Research Centre

Nima HEMMATI
Soghra OMRANI
Naser HEMMATI
Pages
256–265
Publication Date
2013-03-01
DOI
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AI Summary & Key Takeaways

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⚡ TL;DR(Too Long; Didn't Read)

There were no significant differences between the two groups in cognitive gains (p

📌 3 Key Takeaways

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Objective & Hypothesis:The purpose of this study was to compare the satisfaction and effectiveness of Internet-based learning (IBL) and traditional classroom lecture (TCL) for continuing medical education (CME) programs by comparing final resuscitation exam results of physicians who received the newest cardiopulmonary resuscitation (CPR) curriculum guidelines training either by traditional or by an Internet-based CME.
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Key Findings & Data:The data on final CPR exam grades, collected both groups trained physicians, were obtained for a total of 80 physicians in 2011.
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Conclusion & Impact:There were no significant differences between the two groups in cognitive gains (p
🔬Design:Research Article
📍Scope:2011 Verileri
⚙️Variables:Internet-based learning · Traditional classroom lecture · continuing Medical Education

Abstract

The purpose of this study was to compare the satisfaction and effectiveness of Internet-based learning (IBL) and traditional classroom lecture (TCL) for continuing medical education (CME) programs by comparing final resuscitation exam results of physicians who received the newest cardiopulmonary resuscitation (CPR) curriculum guidelines training either by traditional or by an Internet-based CME. A randomized two-group pretest-posttest quasi-experimental design was used. Postgraduate general physician trainees of Iran medical schools were participated. Two methods were compared for teaching the newest curriculum guidelines of the American Heart Association: lecture method in which the teacher follows a Power point presentation with linear layout, and with interactive self-assessment and Scenario-based learning, feedback, multimedia with linear and nonlinear layout with the same power point presentation as lecture in terms of text and photography. The data on final CPR exam grades, collected both groups trained physicians, were obtained for a total of 80 physicians in 2011. An independent sample t-test analysis indicated that participants in the IBL format reported significantly higher mean ratings for this format (62.5 ±2.32) than TCL format (54.6±2.18) (p=.001). There were no significant differences between the two groups in cognitive gains (p

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Cite This Article

HEMMATI, N., OMRANI, S., HEMMATI, N. (2013). A Comparison Of Internet-Based Learning And Traditional Classroom Lecture To Learn Cpr For Continuing Medical Education. Turkish Online Journal of Distance Education, Cilt: 14 - Sayı: 1, 256–265. https://ajindex.com/articles/140187

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