Document Type : Original Article
Authors
- . Mohsen Aminizadeh 1
- . Seyedeh Moloud Rasouli ghahfarokhi 2
- . Negar Pourvakhshoori 3
- . Mehdi Beyramijam 3
- . Nader Majidi 3
- . Mohammad Ali Shahabi Rabori 4
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
Abstract
BACKGROUND: Assessing the clinical skills of prehospital Intermediate technician is considered
to be one of the priorities in dealing with diseases, which may provide an appropriate reflection of
the training programs. The purpose of this study was to compare the two methods of clinical skills
training of emergency intermediate technician.
METHODS: This quasi‑experiment was carried out on Kerman’s emergency medical technicians in
2017. Operational and clinical skills, such as cardiopulmonary resuscitation (CPR), triage, familiarity
with the equipment, and proper patient transportation methods, were taught in both electronic and
traditional methods on two groups, each consisting of 30 intermediate technicians. Finally, the
personnel’s satisfaction level with the two teaching methods was compared and analyzed using IBM
SPSS Statistics for Windows, Version 22.0. Armonk, NY: IBM Corp.
RESULTS: There was no significant difference between the theoretical test scores in both the
electronic and traditional methods in all the participants (triage, pulmonary resuscitation, familiarity
with equipment, and patient transportation). Furthermore, there were significant differences between
the practical test scores in both the electronic and traditional methods, in all the participants except
triage. There was a significant difference between learners’ satisfaction in both electronic and
traditional methods in two areas of teaching and course difficulty in CPR, equipment usage, and
methods of transportation.
CONCLUSION: According to the results obtained by the present study, the electronic educational
systems due to their inclusive and interactive nature are recommended to be employed in courses
that have more theoretical aspects such as triage. The traditional method is suggested in teaching
practical courses such as CPR that need more practical and clinical skills.
Keywords
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