Training paramedics in new skills via classroom-based teaching has inherent costs and time constraints. The investigators sought to evaluate whether web-based didactics result in similar knowledge improvement and retention of FAST (Focused Assessment with Sonography for Trauma) compared with the traditional method.
Paramedics were randomized into a classroom group with traditional lectures and a web group that watched narrated lectures online. All participants completed a pre- and post-test, and a second post-test four weeks later. Both groups underwent hands-on training after the first post-test. A control group completed the two initial tests without didactic intervention.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
TREATMENT
Masking
NONE
Enrollment
100
Participants in the classroom group (class) listened to traditional lectures, while the web group (web) watched narrated lectures online. All participants completed a pre- and post-test, and a second post-test eight weeks later. Both groups underwent hands-on training after the first post-test.
International Institute of Rescue Research and Education
Warsaw, Masovia, Poland
RECRUITINGKnowledge (Mean test scores by didactic group for three consecutive multiple choice tests)
Mean test scores by didactic group for three consecutive multiple choice tests
Time frame: 1 MONTH
Self reported satisfaction
Participant satisfaction with training and reported comfort with ultrasound use after training
Time frame: 1 MONTH
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