Which Form of Medical Training is the Best in Improving Interns' knowledge Related to Advanced Cardiac Life Support Drugs Pharmacology? An Educational Analytical Intervention Study Between Electronic Learning and Lecture-Based Education.
BACKGROUND
Conventional educational systems seem to be improper throughout the cardiopulmonary resuscitation (CPR) teaching process. The most common causes of failed resuscitation are unfamiliarity with cardiopulmonary resuscitation algorithms, poor performance of leader of the CPR team and lack of skilled personnel, coordination among members during resuscitation, and responsibility of staff.


OBJECTIVE
Electronic learning, as a new educational method is controversial issue in medical education for improving physicians' practical knowledge and it is inevitable that further research on its effectiveness should be done.


METHODS
The present study is a prospective, pre- and post-educational, cross-sectional research, in which 84 interns were randomly divided into two groups. pre- and post- educational interventions that took place in the Department of Emergency Medicine, interns were evaluated by 21 multiple choice questions related to American Heart Association guidelineson cardiopulmonary resuscitation drugs. Questions were assessed in terms of routes for CPR drugs administration, CPR drug dosage forms, clinical judgment and appropriate CPR drug administration, and the alternative drugs in emergency situations. Data were analyzed by generalized estimating equations regression models and P < 0.05 was considered statistically significant.


RESULTS
Evaluating the effectiveness of both educational methods revealed that the mean answering score for 21 questions before education was 7.5 ± 2.6 and no significant difference was observed in groups (P = 0.55). However, after education, the average scores significantly increased to 11.0 ± 3.9 (P < 0.001). Electronic learning method was not associated with considerable increase in the knowledge of interns in this group compared with the lecture-based group (P = 0.49).


CONCLUSIONS
No significant differences were observed between electronic learning and lecture-based education in improving interns' knowledge of CPR drugs.
Medical Education Research Center, Tabriz University of Medical Sciences, Iran.
Manouchehr
M
Khoshbaten
Cardiovascular Research Center, Tabriz University of Medical Sciences, Tabriz, Iran.
Hassan
H
Soleimanpour
Department of Emergency Medicine, Tabriz University of Medical Sciences, Tabriz, Iran.
Alireza
A
Ala
Department of Emergency Medicine, Tabriz University of Medical Sciences, Tabriz, Iran.
Samad
S
Shams Vahdati
Students' Research Committee, Tabriz University of Medical Sciences, Tabriz, Iran.
Kimia
K
Ebrahimian
Department of Anesthesiology and Critical Care Department, Iran University of Medical Sciences, Tehran, Iran.
Saeid
S
Safari
Medical Philosophy and History Research Center, Tabriz University of Medical Sciences, Tabriz, Iran.
Samad Ej
SE
Golzari
Medical Education Research Center, Tabriz University of Medical Sciences, Iran.
Fariba
F
Salek Ranjbarzadeh
Neurosciences Research Center, Tabriz University of Medical Sciences, Tabriz, Iran.
Robab
R
Mehdizadeh Esfanjani
Cardiopulmonary Resuscitation; Education; Emergency Medicine