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E-learning in advanced life support - what factors influence assessment outcome?
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Thorne, C. J., Lockey, A. S., Kimani, Peter K., Bullock, Ian, Hampshire, S., Begum-Ali, S. and Perkins, Gavin D. (2017) E-learning in advanced life support - what factors influence assessment outcome? Resuscitation, 114 . pp. 83-91. doi:10.1016/j.resuscitation.2017.02.014
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WRAP-e-Learning-advanced-life-support-Perkins-2017.pdf - Accepted Version - Requires a PDF viewer. Download (2325Kb) | Preview |
Official URL: http://dx.doi.org/10.1016/j.resuscitation.2017.02....
Abstract
Aim:
To establish variables which are associated with favourable Advanced Life Support (ALS) course assessment outcomes, maximising learning effect.
Method:
Between 1 January 2013 and 30 June 2014, 8218 individuals participated in a Resuscitation Council (UK) e-learning Advanced Life Support (e-ALS) course. Participants completed 5–8 h of online e-learning prior to attending a one day face-to-face course. e-Learning access data were collected through the Learning Management System (LMS). All participants were assessed by a multiple choice questionnaire (MCQ) before and after the face-to-face aspect alongside a practical cardiac arrest simulation (CAS-Test). Participant demographics and assessment outcomes were analysed.
Results:
The mean post e-learning MCQ score was 83.7 (SD 7.3) and the mean post-course MCQ score was 87.7 (SD 7.9). The first attempt CAS-Test pass rate was 84.6% and overall pass rate 96.6%. Participants with previous ALS experience, ILS experience, or who were a core member of the resuscitation team performed better in the post-course MCQ, CAS-Test and overall assessment. Median time spent on the e-learning was 5.2 h (IQR 3.7–7.1). There was a large range in the degree of access to e-learning content. Increased time spent accessing e-learning had no effect on the overall result (OR 0.98, P = 0.367) on simulated learning outcome.
Conclusion:
Clinical experience through membership of cardiac arrest teams and previous ILS or ALS training were independent predictors of performance on the ALS course whilst time spent accessing e-learning materials did not affect course outcomes. This supports the blended approach to e-ALS which allows participants to tailor their e-learning experience to their specific needs.
| Item Type: | Journal Article | ||||||
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| Subjects: | L Education > LB Theory and practice of education R Medicine > RC Internal medicine |
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| Divisions: | Faculty of Medicine > Warwick Medical School > Health Sciences > Clinical Trials Unit Faculty of Medicine > Warwick Medical School > Health Sciences Faculty of Medicine > Warwick Medical School |
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| Library of Congress Subject Headings (LCSH): | CPR (First aid) -- Treatment -- Study and teaching, Allied health personnel, Web-based instruction | ||||||
| Journal or Publication Title: | Resuscitation | ||||||
| Publisher: | Elsevier Ireland Ltd | ||||||
| ISSN: | 0300-9572 | ||||||
| Official Date: | 24 February 2017 | ||||||
| Dates: |
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| Volume: | 114 | ||||||
| Page Range: | pp. 83-91 | ||||||
| DOI: | 10.1016/j.resuscitation.2017.02.014 | ||||||
| Status: | Peer Reviewed | ||||||
| Publication Status: | Published | ||||||
| Access rights to Published version: | Restricted or Subscription Access | ||||||
| Funder: | National Institute for Health Research (Great Britain) (NIHR), Intensive Care Foundation | ||||||
| Contributors: |
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