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Methodology of Specialist Physicians Training: From Traditional to e-Learning

机译：专业医师培训方法：从传统到电子学习

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Different studies show that mixed methodology can be effective in medical training. However, there are no conclusive studies in specialist training on advanced life support (ALS). The main objective of this research is to determine if, with mixed didactic methodology, which includes e-learning, similar results are produced to face-to-face training. The method used was quasi-experimental with a focus on efficiency and evaluation at seven months, in which 114 specialist doctors participated and where the analysis of the sociodemographic and pre-test variables points to the homogeneity of the groups. The intervention consisted of e-learning training plus face-to-face workshops versus standard. The results were the performance in knowledge and technical skills in cardiac arrest scenarios, the perceived quality, and the perception of the training. There were no significant differences in immediate or deferred performance. In the degree of satisfaction, a significant difference was obtained in favour of the face-to-face group. The perception in the training itself presented similar results. The main limitations consisted of sample volume, dropping out of the deferred tests, and not evaluating the transfer or the impact. Finally, mixed methodology including e-learning in ALS courses reduced the duration of the face-to-face sessions and allowed a similar performance.
机译：不同的研究表明，混合方法可以有效地在医学训练中。然而，在高级生命支持（ALS）上没有关于专业培训的决定性研究。本研究的主要目的是确定是否以混合教学方法，包括电子学习，类似的结果是面对面的训练。使用的方法是准实验，重点关注七个月的效率和评估，其中114名专业医生参与其中，以及对社会阶段的分析和测试前变量的分析指向组的同质性。干预由电子学习培训组成，加上面对面的研讨会与标准。结果是心脏骤停情景，感知质量和培训的看法中知识和技术技能的表现。立即或延期表现没有显着差异。在满足程度的情况下，获得了对面对面组的差异。培训本身的看法呈现了类似的结果。主要限制包括样品体积，从延迟测试中掉出，而不是评估转移或影响。最后，在ALS课程中包括电子学习的混合方法降低了面对面会话的持续时间，并允许类似的性能。

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