title: Evaluation of a novel Web-based pediatric advanced life support course.
abstract: OBJECTIVE
  To assess the educational efficacy of a Web-based pediatric advanced life support course (Web-PALS).
  
  
  METHODS
  Nonrandomized, prospective, cohort study.
  
  
  METHODS
  University medical center.
  
  
  METHODS
  Health care providers (includes physicians, nurses, paramedics, and respiratory therapists) taking either the Web-PALS or a traditional PALS course (Trad-PALS).
  
  
  METHODS
  Web-PALS.
  
  
  METHODS
  Postcourse written examination scores and scored videotapes of students performing 5 PALS procedures were compared between study groups. Students completed precourse and postcourse questionnaires, rating on a 5-point Likert scale their self-confidence to perform PALS assessments and procedures. A structured, course satisfaction survey was given after students had taken the Web-PALS course.
  
  
  RESULTS
  Eighty-six students completed the study (44 Web-PALS and 42 Trad-PALS). All students achieved a passing score on the written examination on their first attempt. Compared with students in the Trad-PALS group, students in the Web-PALS group scored slightly lower (97.1% vs 95.4%; difference, 1.7%; 95% confidence interval, 0.1-3.2). Mean overall videotape scores were similar among the Web-PALS and Trad-PALS groups (75.0% vs 73.0%; difference, 2.0%; 95% confidence interval, -2.0 to 6.0). After completing the Web-PALS course, the mean level of confidence improved from 3.77 to 4.28 (difference, 0.51; 95% confidence interval, 0.33-0.69). Ninety-six percent of respondents indicated that Web-PALS met all of the stated objectives of the PALS course. All respondents indicated that they would recommend Web-PALS to a colleague.
  
  
  CONCLUSIONS
  Students perceive Web-PALS as a positive educational experience. Though not identical to students taking the Trad-PALS course, they performed well on postcourse cognitive and psychomotor testing. These findings support Web-PALS as an acceptable format for administering the PALS course.
authors.affiliation: Department of Pediatrics, Division of Pediatric Emergency Medicine, Saint Louis University School of Medicine, 1465 S. Grand Boulevard, St Louis, MO 63104, USA. gerardjm@slu.edu
authors.forename: James M
authors.initials: JM
authors.lastname: Gerard
authors.forename: Anthony J
authors.initials: AJ
authors.lastname: Scalzo
authors.forename: Steven P
authors.initials: SP
authors.lastname: Laffey
authors.forename: Glen
authors.initials: G
authors.lastname: Sinks
authors.forename: Diana
authors.initials: D
authors.lastname: Fendya
authors.forename: Patrice
authors.initials: P
authors.lastname: Seratti
mesh_terms: D003071:Cognition; D015331:Cohort Studies; D004521:Educational Measurement; D020407:Internet; D008020:Life Support Care; D010372:Pediatrics / Q000193:education*; D011446:Prospective Studies; D011597:Psychomotor Performance; D014743:Videotape Recording