Comparison of Electronic Learning Versus Discussion-Based Learning Methods on Learning Rate of Medical Students about Sedation in the Emergency Room: An Analytical Descriptive Prospective Study

Aidin  Zeinaly; Afsaneh Mouseli  Kelvanagh; Maryam  Soleimanpour; Robab Mehdizadeh  Esfanjani; Hassan  Soleimanpour

doi:10.18502/aacc.v10is2.17212

Aidin Zeinaly Department of Anesthesiology and Critical Care, Urmia University of Medical Sciences, Urmia, Iran.
Afsaneh Mouseli Kelvanagh Students Research Committee, Tabriz University of Medical Sciences, Tabriz, Iran.
Maryam Soleimanpour Clinical Research Development Unit of Tabriz Valiasr Hospital, Tabriz University of Medical Sciences, Tabriz, Iran.
Robab Mehdizadeh Esfanjani Neurosciences Research Center, Tabriz University of Medical Sciences, Tabriz, Iran.
Hassan Soleimanpour Emergency and Trauma Care Research Center, Tabriz University of Medical Sciences, Tabriz, Iran.

DOI: https://doi.org/10.18502/aacc.v10is2.17212

Keywords: Sedation; Emergency medicine; E-learning, training, discussion based learning

Abstract

Background: The aim of the present study was to compare the effectiveness of two teaching models (e-learning and discussion-based learning) on the learning process of emergency department interns in relation to the use of the sedatives.

Methods: In this study, 129 interns introduced to the emergency medicine department were included in the study. These interns were randomly divided into two groups, I and II. For both groups, a pre-test based on standard parallel multiple-choice questions (MCQs) was prepared. Then, the electronic software which was prepared was distributed to the first group. For people of group II, six hours of discussion-based training was conducted for 3 consecutive weeks. At the end of the course (after 1 month), a post-test, which was the same questions as the pre-test, was obtained from interns in both groups.

Results: At the end of the study, we found a significant improvement in the learning rate of both groups all aspects of the knowledge including: science related to the use of narcotics in sedation (P=0.01 for e-learning group and P<0.001 for discussion based group), knowledge related to the use of intravenous anesthetics for sedation(P=0.025 for e-learning group P<0.001 for discussion based group), Knowledge related to definition and clinical judgments in sedation and Knowledge related to the use of Neuromuscular blocking agents (NMBAs) for sedation (P<0.001 for both groups). However, for all the investigated results, the learning rate was significantly better in the discussion-based learning group compared to the e-learning group (P<0.001).

Conclusion: According to the results of this study, we found using either e-learning or discussion-based learning methods increase the acquisition of sedation knowledge for emergency department students. However, the discussion-based method have better results on the learning process of the interns.