The main purpose of this study is to compare the effect of teaching Cardiopulmonary Exercise Test (CPET) via e-learning and face-to-face to doctors receiving postgraduate medical education (PGME).
CPET is the most objective and valuable test for the cardiopulmonary rehabilitation (CPR) program to be planned for back-up for patients with cardiopulmonary diseases. CPET is performed in a small number of centers in Turkey, in Physical Medicine and Rehabilitation (PTR) Units. Depending on the equipment available during specialty training, not all specialty students can access this training. CPET is the first test performed for planning cardiopulmonary rehabilitation (CPR). According to the results, an appropriate CPR plan is made for the patient. CPET indications, contraindications, application of the test, evaluation of the test with patient samples, and appropriate interventions for complications that may develop during the test are important. It is important that all specialist students have access to this training. The aim of this study is; To evaluate the impact of e-learning with PGME and to reach all specialist students in the future, if necessary, based on the results. The focus of this study is to examine the changes in doctors' success levels, motivations, distance education attitudes, cognitive flexibility and anxiety levels, especially in the pre- and post-training periods, and to compare these changes with face-to-face training.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
OTHER
Masking
NONE
Enrollment
50
CPET (Cardiopulmonary exercise test) e-learning application The content, planning and design of 4 lessons are as follows: 1. Introduction and CPET Fundamentals: 2. Respiratory function tests 3. Field Field Tests and CPET Results 4. Problems and examples
CPET (Cardiopulmonary exercise test) face to face education. The content, planning and design of 4 lessons are as follows: Contents: 1. Introduction and CPET Fundamentals: 2. Respiratory function tests 3. Field Field Tests and CPET Results 4. Problems and examples
Open-Ended Achievement Test
Open-Ended Achievement Test: It is used to measure doctors' knowledge and skill levels on CPET. It will be prepared by the trainers for each lesson.
Time frame: at baseline, After the training is completed (at the 4. week)
Adult Motivation Scale
Used to evaluate doctors' motivation towards the training process. The purpose of the scale is to determine the motivation levels and orientations of adults. It consists of two factors and 21 items in total. In the analyzes conducted for the reliability of the scale, the Cronbach Alpha reliability coefficient was found to be 0.94. This value shows that the scale has high internal consistency.
Time frame: at baseline, After the training is completed (at the 4. week)
Distance Education Attitude Scale in Lifelong Learning
It is used to measure doctors' attitudes towards distance education. "Distance Education Attitude Scale in Lifelong Learning" is designed to evaluate attitudes towards distance education.
Time frame: at baseline, After the training is completed (at the 4. week)
Cognitive Flexibility Scale
Used to evaluate doctors' ability to solve problems, adapt and respond to different situations. The Cognitive Flexibility Scale (CFS) is used to measure how individuals adapt their behavior to new and unexpected situations occurring in their environment. CFS was developed by Dennis and Vander Wall and adapted into Turkish. CFs is a self-report type assessment tool with a total of 20 items, consisting of 'alternatives' and 'control' subscales. Cronbach's alpha value of the Alternatives subscale at the first and last measurement was .91. Cronbach's alpha values of the control subscale are .86 in the first measurement and .84 in the last measurement.
Time frame: at baseline, After the training is completed (at the 4. week)
State and Trait Anxiety Scale
It is used to measure the momentary and continuous anxiety states of doctors during the training process. This scale is used to evaluate individuals' momentary and persistent anxiety states. State Anxiety and Trait Anxiety. There are 20 items in the state anxiety scale. There are 20 more items in the trait anxiety scale. There are 40 items in the scale in total. Kuder-Richardson reliability of the inventory was .83 to .87 for the Trait Anxiety Subscale; For the State Anxiety Subscale, it was found to be between .94 and .96. Item reliability correlations were .34 to .72 for the Trait Anxiety Subscale; For the State Anxiety Subscale, the range between .42 and .85 indicates that the Turkish translated items are reliable. The test-retest reliability rates of the inventory are .71 to .86 for the Trait Anxiety Subscale; For the State Anxiety Subscale, it is between .26 and .68 and is considered sufficient.
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Time frame: at baseline, After the training is completed (at the 4. week)