Department of Emergency Medicine, University of California San Francisco, San Francisco, California, USA.
School of Medicine, University of California San Francisco, San Francisco, California, USA
BMJ Open. 2022 Jul 7;12(7):e056763. doi: 10.1136/bmjopen-2021-056763.
The WHO developed a 5-day basic emergency care (BEC) course using the traditional lecture format. However, adult learning theory suggests that lecture-based courses alone may not promote long-term knowledge retention. We assessed whether a mobile application adjunct (BEC app) can have positive impact on knowledge acquisition and retention compared with the BEC course alone and evaluated perceptions, acceptability and barriers to adoption of such a tool.
Mixed-methods prospective cohort study.
Adult healthcare workers in six health facilities in Tanzania who enrolled in the BEC course and were divided into the control arm (BEC course) or the intervention arm (BEC course plus BEC app).
Changes in knowledge assessment scores, self-efficacy and perceptions of BEC app.
92 enrolees, 46 (50%) in each arm, completed the BEC course. 71 (77%) returned for the 4-month follow-up. Mean test scores were not different between the two arms at any time period. Both arms had significantly improved test scores from enrolment (prior to distribution of materials) to day 1 of the BEC course and from day 1 of BEC course to immediately after BEC course completion. The drop-off in mean scores from immediately after BEC course completion to 4 months after course completion was not significant for either arm. No differences were observed between the two arms for any self-efficacy question at any time point. Focus groups revealed five major themes related to BEC app adoption: educational utility, clinical utility, user experience, barriers to access and barriers to use.
The BEC app was well received, but no differences in knowledge retention and self-efficacy were observed between the two arms and only a very small number of participants reported using the app. Technologic-based, linguistic-based and content-based barriers likely limited its impact.
世界卫生组织（WHO）采用传统讲座形式开发了为期 5 天的基础急救护理（BEC）课程。然而，成人学习理论表明，仅基于讲座的课程可能无法促进长期知识保留。我们评估了移动应用程序（BEC 应用程序）是否可以与 BEC 课程本身相比对知识获取和保留产生积极影响，并评估了对这种工具的看法、可接受性和采用障碍。
混合方法前瞻性队列研究。
坦桑尼亚六家卫生机构的成年医疗保健工作者参加了 BEC 课程，并分为对照组（BEC 课程）或干预组（BEC 课程加 BEC 应用程序）。
知识评估分数、自我效能感和对 BEC 应用程序的看法的变化。
92 名参与者，每组 46 名（50%），完成了 BEC 课程。71 名（77%）人在 4 个月时返回进行随访。在任何时间段，两组的平均测试分数均无差异。两组在参加课程（在分发材料之前）到 BEC 课程第一天以及从 BEC 课程第一天到课程结束后立即，测试分数均显著提高。两组在课程结束后立即和 4 个月后测试分数的下降均不显著。在任何时间点，两组的任何自我效能感问题都没有差异。焦点小组揭示了与 BEC 应用程序采用相关的五个主要主题：教育效用、临床效用、用户体验、获取障碍和使用障碍。
BEC 应用程序受到好评，但在知识保留和自我效能感方面，两组之间没有差异，只有极少数参与者报告使用该应用程序。技术、语言和内容方面的障碍可能限制了它的影响。
