Skip to main content
Key Specialties
Cardiology Diabetology Endocrinology Gastroenterology Geriatrics and Gerontology Gynecology and Obstetrics Hematology Infectious Disease Internal Medicine Nephrology Neurology Oncology Pediatrics Respiratory Medicine Rheumatology Surgery
Congress Coverage
2024 ACC Congress 2023 ESMO Congress 2023 EASD Congress 2023 ERS Congress 2023 ESC Congress 2023 EHA Congress 2023 ASCO Annual Meeting
Clinical Collections
Advances in Alzheimer’s

Keynote webinar | Spotlight on sleep in brain health

LIVE: Thursday 2nd May 2024, 18:00-19:30 (CEST)

Quality sleep is essential for health. But what happens to our brains when sleep patterns are disturbed? Join our experts to explore the interplay between sleep disruption and neurological diseases, and the questions that you need to be asking your patients to help you prevent the harmful effects of sleep deprivation.
ADVANCED SEARCH
Log in
Top
BMC Emergency Medicine

Open Access 01-12-2018 | Research article

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

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

Published in: BMC Emergency Medicine | Issue 1/2018

Login to get access

Abstract

Background

While emergency airway management training is conventionally conducted via face-to-face learning (F2FL) workshops, there are inherent cost, time, place and manpower limitations in running such workshops. Blended learning (BL) refers to the systematic integration of online and face-to-face learning aimed to facilitate complex thinking skills and flexible participation at a reduced financial, time and manpower cost. This study was conducted to evaluate its effectiveness in emergency airway management training.

Methods

A single-center prospective randomised controlled trial involving 30 doctors from Sarawak General Hospital, Malaysia was conducted from September 2016 to February 2017 to compare the effectiveness of BL versus F2FL for emergency airway management training. Participants in the BL arm were given a period of 12 days to go through the online materials in a learning management system while those in the F2FL arm attended a-day of face-to-face lectures (8 h). Participants from both arms then attended a day of hands-on session consisting of simulation skills training with airway manikins. Pre- and post-tests in knowledge and practical skills were administered. E-learning experience and the perception towards BL among participants in the BL arm were also assessed.

Results

Significant improvements in post-test scores as compared to pre-test scores were noted for participants in both BL and F2FL arms for knowledge, practical, and total scores. The degree of increment between the BL group and the F2FL arms for all categories were not significantly different (total scores: 35 marks, inter-quartile range (IQR) 15.0 – 41.0 vs. 31 marks, IQR 24.0 – 41.0, p = 0.690; theory scores: 18 marks, IQR 9 – 24 vs. 19 marks, IQR 15 – 20, p = 0.992; practical scores: 11 marks, IQR 5 -18 vs. 10 marks, IQR 9 – 20, p = 0.461 respectively). The overall perception towards BL was positive.

Conclusions

Blended learning is as effective as face-to-face learning for emergency airway management training of junior doctors, suggesting that blended learning may be a feasible alternative to face-to-face learning for such skill training in emergency departments.

Trial registration

Malaysian National Medical Research NMRR-16-696-30190. Registered 28 April 2016.
Appendix
Available only for authorised users
Literature
1.
Garrison DR, Kanuka H. Blended learning: uncovering its transformative potential in higher education. Internet High Educ. 2004;7(2):95–105.CrossRef
2.
Rowe M, Frantz J, Bozalek V. The role of blended learning in the clinical education of healthcare students: a systematic review. Med Teach. 2012;34(4):e216–21.CrossRefPubMed
3.
Laurillard D. Rethinking university teaching: a conversational framework for the effective use of learning technologies. London: Routledge; 2001.
4.
Glogowska M, Young P, Lockyer L, Moule P. How ‘blended’ is blended learning? Students’ perceptions of issues around the integration of online and face-to-face learning in a continuing professional development (CPD) health care context. Nurse Educ Today. 2011;31(8):887–91.CrossRefPubMed
5.
Beldarrain Y. Distance education trends: integrating new technologies to foster student interaction and collaboration. Distance Educ. 2006;27(2):139–53.CrossRef
6.
Bergmann J, Sams A. Flip your classroom: reach every student in every class every day. Arlington: International Society for Technology in Education (ISTE); 2012.
7.
Faul F, Erdfelder E, Lang AG, Buchner A. G*power 3: a flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behav Res Methods. 2007;39(2):175–91.CrossRefPubMed
8.
Lancaster JW, Wong A, Roberts SJ. ‘Tech’ versus ‘talk’: a comparison study of two different lecture styles within a master of science nurse practitioner course. Nurse Educ Today. 2012;32(5):e14–8.CrossRefPubMed
9.
10.
Ginns P, Ellis R. Quality in blended learning: exploring the relationships between on-line and face-to-face teaching and learning. Internet High Educ. 2007;10(1):53–64.CrossRef
11.
12.
Knox S, Cullen W, Dunne C. Continuous professional competence (CPC) for emergency medical technicians in Ireland: educational needs assessment. BMC Emerg Med. 2013;13:25.CrossRefPubMedPubMedCentral
13.
Knox S, Cullen W, Dunne C. Continuous professional competence (CPC) for Irish paramedics and advanced paramedics: a national study. BMC Med Educ. 2014;14:41.CrossRefPubMedPubMedCentral
14.
Makhdoom N, Khoshhal KI, Algaidi S, Heissam K, Zolaly MA. ‘Blended learning’as an effective teaching and learning strategy in clinical medicine: a comparative cross-sectional university-based study. J Taibah Univ Med Sci. 2013;8(1):12–7.
15.
Howlett D, Vincent T, Watson G, Owens E, Webb R, Gainsborough N, Fairclough J, Taylor N, Miles K, Cohen J, Vincent R. Blending online techniques with traditional face to face teaching methods to deliver final year undergraduate radiology learning content. Eur J Radiol. 2011;78(3):334–41.CrossRefPubMed
16.
Wu J-H, Tennyson RD, Hsia T-L. A study of student satisfaction in a blended e-learning system environment. Comput Educ. 2010;55(1):155–64.
17.
Christophel DM. The relationships among teacher immediacy behaviors, student motivation, and learning. Commun Educ. 1990;39(4):323–40.CrossRef
18.
Klein HJ, Noe RA, Wang C. Motivation to learn and course outcomes: the impact of delivery mode, learning goal orientation, and perceived barriers and enablers. Pers Psychol. 2006;59(3):665–702.CrossRef
19.
Tobin K. Qualitative perceptions of learning environments on the world wide web. Learn Environ Res. 1998;1(2):139.CrossRef
20.
Ellaway R, Masters K. AMEE guide 32: e-learning in medical education part 1: learning, teaching and assessment. Med Teach. 2008;30(5):455–73.CrossRefPubMed
21.
22.
23.
Kiili K. Digital game-based learning: towards an experiential gaming model. Internet High Educ. 2005;8(1):13–24.CrossRef
24.
Kirkpatrick JD, Kirkpatrick WK. Kirkpatrick’s Four Levels of Training Evaluation. Alexandria: Association for Talent Development; 2016.
Metadata
Title
Implementing blended learning in emergency airway management training: a randomized controlled trial
Authors
Madeleine Huei Tze Kho
Keng Sheng Chew
Muhaimin Noor Azhar
Mohd Lotfi Hamzah
Kee Man Chuah
Aida Bustam
Hiang Chuan Chan
Publication date
01-12-2018
Publisher
BioMed Central
Published in
BMC Emergency Medicine / Issue 1/2018
Electronic ISSN: 1471-227X
DOI
https://doi.org/10.1186/s12873-018-0152-y