Multimedia and interactivity in distance learning of resuscitation guidelines: a randomised controlled trial

Multimedia and interactivity in distance learning of resuscitation guidelines: a randomised controlled trial

The aim of the study was to conduct a comparative analysis of three forms of knowledge transfer online, taking into account the long-term knowledge growth rate and the satisfaction of students surveyed in respect to distance learning. The cohort of participants for this survey were students of the f...

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Bibliographic Details
Published in:Interactive learning environments Vol. 26; no. 2; pp. 151 - 162
Main Authors: Leszczyński, Piotr, Charuta, Anna, Łaziuk, Beata, Gałązkowski, Robert, Wejnarski, Arkadiusz, Roszak, Magdalena, Kołodziejczak, Barbara
Format: Journal Article
Language:English
Published: Abingdon Routledge 17-02-2018
Taylor & Francis Ltd
Subjects:
Allied Health Occupations Education
Comparative Analysis
Distance Education
Distance learning
E-learning
Electronic Learning
Emergency medical services
First Aid
Foreign Countries
Health services
innovative teaching methods
interactive educational materials
Interactive Video
Knowledge management
Medical Services
Multimedia
Multimedia Instruction
Participant Satisfaction
Pretests Posttests
Randomized Controlled Trials
Resuscitation
Statistical Analysis
Student Satisfaction
Student Surveys
Students
Undergraduate Students
Poland
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Summary:The aim of the study was to conduct a comparative analysis of three forms of knowledge transfer online, taking into account the long-term knowledge growth rate and the satisfaction of students surveyed in respect to distance learning. The cohort of participants for this survey were students of the first degree, studying in the Emergency Medical Services. The authors created three e-learning courses in basic and advanced resuscitation procedures. The level of course participants' satisfaction was analysed, as well as the knowledge growth rate measured three times: 7, 30 and 90 days, respectively, after finishing the course. The level of satisfaction in all the groups surveyed was comparable. The growth rate for knowledge was the highest in group C in the second and third survey, respectively (30 and 90 days after the end of the course), and a significant difference in favour of course C was demonstrated one month after finishing classes.
ISSN:1049-4820
1744-5191
DOI:10.1080/10494820.2017.1337035