Georgetown University Hospital & Washington Hospital Center, Department of Emergency Medicine, USA.
Resuscitation. 2010 Feb;81(2):217-23. doi: 10.1016/j.resuscitation.2009.10.013. Epub 2009 Nov 18.
Data on the efficacy of the simulation and multimedia teaching modalities is limited, particularly in developing nations. This study evaluates the effectiveness of simulator and multimedia educational tools in India.
Advanced Cardiac Life Support (ACLS) certified paramedic students in India were randomized to either Simulation, Multimedia, or Reading for a 3-h ACLS refresher course. Simulation students received a lecture and 10 simulator cases. The Multimedia group viewed the American Heart Association (AHA) ACLS video and played a computer game. The Reading group independently read with an instructor present. Students were tested prior to (pre-test), immediately after (post-test), and 3 weeks after (short-term retention test), their intervention. During each testing stage subjects completed a cognitive, multiple-choice test and two cardiac arrest scenarios. Changes in exam performance were analyzed for significance. A survey was conducted asking students' perceptions of their assigned modality.
One hundred and seventeen students were randomized to Simulation (n=39), Multimedia (n=38), and Reading (n=40). Simulation demonstrated greater improvement managing cardiac arrest scenarios compared to both Multimedia and Reading on the post-test (9% versus 5% and 2%, respectively, p<0.05) and Reading on the short-term retention test (6% versus -1%, p<0.05). Multimedia showed significant improvement on cognitive, short-term retention testing compared to Simulation and Reading (5% versus 0% and 0%, respectively, p<0.05). On the survey, 95% of Simulation and 84% of Multimedia indicated they enjoyed their modality.
Simulation and multimedia educational tools were effective and may provide significant additive benefit compared to reading alone. Indian students enjoyed learning via these modalities.
模拟和多媒体教学模式的数据在发展中国家尤其有限。本研究评估了模拟器和多媒体教育工具在印度的有效性。
印度的高级心脏生命支持（ACLS）认证护理学生被随机分配到模拟、多媒体或阅读组，进行 3 小时的 ACLS 复习课程。模拟组接受了一次讲座和 10 个模拟病例。多媒体组观看了美国心脏协会（AHA）的 ACLS 视频并玩了一个电脑游戏。阅读组在有讲师在场的情况下独立阅读。学生在干预前（前测）、干预后即刻（后测）和 3 周后（短期保留测试）接受测试。在每个测试阶段，受试者都完成了认知、多项选择题测试和两个心脏骤停场景。分析考试成绩的变化以确定其显著性。还进行了一项调查，询问学生对其指定模式的看法。
共有 117 名学生被随机分配到模拟组（n=39）、多媒体组（n=38）和阅读组（n=40）。在心脏骤停场景管理方面，模拟组在后测时比多媒体组和阅读组的表现都有显著提高（分别为 9%、5%和 2%，p<0.05），在短期保留测试时也比阅读组提高了 6%（-1%，p<0.05）。多媒体组在认知、短期保留测试方面的表现均优于模拟组和阅读组（分别为 5%、0%和 0%，p<0.05）。在调查中，95%的模拟组和 84%的多媒体组表示他们喜欢自己的模式。
模拟和多媒体教育工具是有效的，与单独阅读相比，它们可能提供显著的附加益处。印度学生喜欢通过这些模式学习。
