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Video-Based Learning vs Traditional Lecture for Instructing Emergency Medicine Residents in Disaster Medicine Principles of Mass Triage, Decontamination, and Personal Protective Equipment

Published online by Cambridge University Press:  10 January 2018

Henry A. Curtis ,
Karen Trang ,
Kevin W. Chason  and
Paul D. Biddinger
Henry A. Curtis*
Affiliation:
Stanford University School of Medicine, Stanford, California USA
Karen Trang
Affiliation:
Stanford University School of Medicine, Stanford, California USA
Kevin W. Chason
Affiliation:
Mount Sinai School of Medicine, New York, New York USA
Paul D. Biddinger
Affiliation:
Massachusetts General Hospital, Boston, Massachusetts USA
*
Correspondence: Henry A Curtis, MD, FACEP, FAAEM 652 Shotwell Street San Francisco, California 94110 USA E-mail: henryacurtis@gmail.com
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Abstract

Introduction

Great demands have been placed on disaster medicine educators. There is a need to develop innovative methods to educate Emergency Physicians in the ever-expanding body of disaster medicine knowledge. The authors sought to demonstrate that video-based learning (VBL) could be a promising alternative to traditional learning methods for teaching disaster medicine core competencies.

Hypothesis/Problem

The objective was to compare VBL to traditional lecture (TL) for instructing Emergency Medicine residents in the American College of Emergency Physicians (ACEP; Irving, Texas USA) disaster medicine core competencies of patient triage and decontamination.

Methods

A randomized, controlled pilot study compared two methods of instruction for mass triage, decontamination, and personal protective equipment (PPE). Emergency Medicine resident learning was measured with a knowledge quiz, a Likert scale measuring comfort, and a practical exercise. An independent samples t-test compared the scoring of the VBL with the TL group.

Results

Twenty-six residents were randomized to VBL (n=13) or TL (n=13). Knowledge score improvement following video (14.9%) versus lecture (14.1%) did not differ significantly between the groups (P=.74). Comfort score improvement also did not differ (P=.64) between video (18.3%) and lecture groups (15.8%). In the practical skills assessment, the VBL group outperformed the TL group overall (70.4% vs 55.5%; P<.0001), with significantly better performance in donning PPE and decontamination. Although not part of the original study design, a three-month post-hoc analysis was performed. When comparing the pre-intervention and three-month post-hoc performances, there were no significant differences in knowledge increases between VBL versus TL (P=.41) or in comfort (P=.39).

Conclusion

Video modules can be as effective as TL when utilized to train Emergency Medicine residents in the ACEP disaster medicine core competencies of patient triage and decontamination.

Curtis HA , Trang K , Chason KW , Biddinger PD . Video-Based Learning vs Traditional Lecture for Instructing Emergency Medicine Residents in Disaster Medicine Principles of Mass Triage, Decontamination, and Personal Protective Equipment. Prehosp Disaster Med. 2018;33(1):7–12.

Keywords

decontaminationdisaster medicineemergency medicine residentsmass triagepersonal protective equipmenttraditional lecturevideo-based learning
Type
Original Research
Information
Prehospital and Disaster Medicine , Volume 33 , Issue 1 , February 2018 , pp. 7 - 12
Copyright
© World Association for Disaster and Emergency Medicine 2018 

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Footnotes

Conflicts of interest: none

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