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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 ISSN 0300-9572.

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Official URL: http://dx.doi.org/10.1016/j.resuscitation.2017.02....

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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
Subjects: L Education > LB Theory and practice of education
R Medicine > RC Internal medicine
Divisions: Faculty of Science, Engineering and Medicine > Medicine > Warwick Medical School > Clinical Trials Unit
Faculty of Science, Engineering and Medicine > Medicine > Warwick Medical School > Health Sciences
Faculty of Science, Engineering and Medicine > Medicine > Warwick Medical School
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:
DateEvent
24 February 2017Available
17 February 2017Accepted
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
Date of first compliant deposit: 28 June 2017
Date of first compliant Open Access: 24 February 2018
Funder: National Institute for Health Research (Great Britain) (NIHR), Intensive Care Foundation
Contributors:
ContributionNameContributor ID
Research GroupAdvanced Life Support Subcommittee of the Resuscitation Council, UNSPECIFIED

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