JOURNAL OF MEDICAL AND SURGICAL RESEARCH - Vol. IX, n 3, March 2023

Pages: 1179-1183
Print Article   Download XML  Download PDF

The Contribution and Effectiveness of Blended Learning to the Training of Medical Students in Emergency Care: Lessons from The Moroccan Experience in Covid 19 Era.

Author: M. EL Mouhajir, A. Harbil, H. Moujtahid, L. Belyamani , N. Madani

Category: JMSR Medical Education

References:

1. Vallée, A., Blacher, J., Cariou, A., & Sorbets, E. (2020). Blended learning compared to traditional learning in medical education: systematic review and meta-analysis. Journal of medical Internet research, 22(8), e16504.
2. Rowe, M., Frantz, J., & Bozalek, V. (2012). The role of blended learning in the clinical education of healthcare students: a systematic review. Medical teacher, 34(4), e216-e221.
3. American Heart Association. My Life Check–Life’s Simple 7. Accessed July 28, 2021. https://www.heart.org/en/healthy-living/healthy-lifestyle/my-life-check--lifes-simple-7
4. Malsy M, Leberle R, Graf B. Germans learn how to save lives: a nationwide CPR education initiative. Int J Emerg Med. 2018; 11(1): 9.
5. Birkun A, Gautam A, Trunkwala F. Global prevalence of cardiopulmonary resuscitation training among the general public: a scoping review. Clin Exp Emerg Med. 2021
6. Minna S, Leena H, Tommi K. How to evaluate first aid skills after training: a systematic review. Scand J Trauma Resusc Emerg Med. 2022;30(1):56.
7. Sorets TR, Mateen FJ. Mandatory CPR Training in US High Schools. Mayo Clin Proc. 2015;90(6):710-712.
8. Baldi E, Savastano S, Contri E, et al. Mandatory cardiopulmonary resuscitation competencies for undergraduate healthcare students in Europe: A European Resuscitation Council guidance note. Eur J Anaesthesiol. 2020;37(10):839-841.
9. Thibodeau J, Werner K, Wallis LA, Stassen W. Out-of-hospital cardiac arrest in Africa: a scoping review. BMJ Open. 2022;12(3):e055008. Published 2022 Mar 25.
10. Nolan JP. High-quality cardiopulmonary resuscitation. Curr Opin Crit Care. 2014;20(3):227-233.
11. Moon, H., Hyun, H.S. Nursing students’ knowledge, attitude, self-efficacy in blended learning of cardiopulmonary resuscitation: a randomized controlled trial. BMC Med Educ(2019). 19, 414
12. Camargo CP, Tempski PZ, Busnardo FF, Martins MA, Gemperli R. Online learning and COVID-19: a meta-synthesis analysis. Clinics (Sao Paulo). 2020;75:e2286.
13. Hjiej G, Idrissi FEE, Janfi T, et al. Distant education in Moroccan medical schools following COVID-19 outbreak at the early phase of lockdown: Were the students really engaged?. Sci Afr. 2022;15: e01087.
14. Moon, H., Hyun, H.S. Nursing students’ knowledge, attitude, self-efficacy in blended learning of cardiopulmonary resuscitation: a randomized controlled trial. BMC Med Educ (2019) 19, 414
15. Chien, CY., Fang, SY., Tsai, LH. et al. Traditional versus blended CPR training program: A randomized controlled non-inferiority study. Sci Rep 10, 10032 (2020).
16. Miotto, H. C., Camargos, F. R., Ribeiro, C. V., Goulart, E. M. & Moreira, M. C. Effects of the use of theoretical versus theoretical-practical training on CPR. Arq Bras Cardiol. 95, 328–331 (2010).
17. Baldi, E. et al. Real-time visual feedback during training improves laypersons’ CPR quality: a randomized controlled manikin study. CJEM. 19, 480–487 (2017).
18. Adams NE. Bloom's taxonomy of cognitive learning objectives. J Med Libr Assoc. 2015 Jul;103(3):152-3
19. Shah S, Diwan S, Kohan L, et al. The Technological Impact of COVID-19 on the Future of Education and Health Care Delivery. Pain Physician. 2020;23(4S):S367-S380.
20. Eckleberry-Hunt J, Lick D, Hunt R. Is Medical Education Ready for Generation Z? J Grad Med Educ. 2018;10(4):378-381.
21. Mertz L. Tying Tech to Care: Connected health is better for both providers and patients. IEEE Pulse. 2016;7(6):13-15.
22. Modèle d'évaluation de l'apprentissage de Donald Kirkpatrick, 1959 ; revue et documents contextuels Alan Chapman 1995-200.