Comparing the effects of two different educational methods on clinical skills of emergency intermediate technician: A quasi‑experimental research
نویسندگان
1 Health in Emergency and Disaster Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran, Department of Emergency Operation Center, Disasters and Emergencies Management Center, Kerman University of Medical Sciences, Kerman, Iran
2 Department of Nursing and Midwifery, Masjed-Soleiman Branch, Islamic Azad University, Masjed-Soleiman, Iran,
3 Health in Emergency and Disaster Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
4 Department of Anatomical Sciences, Afzalipour Faculty of Medicine, Kerman Medical University, Kerman, Iran
5 Health in Emergency and Disaster Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
6 Health in Emergency and Disaster Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
doi
چکیده
BACKGROUND: Assessing the clinical skills of prehospital Intermediate technician is consideredto be one of the priorities in dealing with diseases, which may provide an appropriate reflection ofthe training programs. The purpose of this study was to compare the two methods of clinical skillstraining of emergency intermediate technician.METHODS: This quasi‑experiment was carried out on Kerman’s emergency medical technicians in2017. Operational and clinical skills, such as cardiopulmonary resuscitation (CPR), triage, familiaritywith the equipment, and proper patient transportation methods, were taught in both electronic andtraditional methods on two groups, each consisting of 30 intermediate technicians. Finally, thepersonnel’s satisfaction level with the two teaching methods was compared and analyzed using IBMSPSS Statistics for Windows, Version 22.0. Armonk, NY: IBM Corp.RESULTS: There was no significant difference between the theoretical test scores in both theelectronic and traditional methods in all the participants (triage, pulmonary resuscitation, familiaritywith equipment, and patient transportation). Furthermore, there were significant differences betweenthe practical test scores in both the electronic and traditional methods, in all the participants excepttriage. There was a significant difference between learners’ satisfaction in both electronic andtraditional methods in two areas of teaching and course difficulty in CPR, equipment usage, andmethods of transportation.CONCLUSION: According to the results obtained by the present study, the electronic educationalsystems due to their inclusive and interactive nature are recommended to be employed in coursesthat have more theoretical aspects such as triage. The traditional method is suggested in teachingpractical courses such as CPR that need more practical and clinical skills.
