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<JournalTitle>Journal of Medical and Surgical Research</JournalTitle>
<PISSN>I</PISSN>
<EISSN>S</EISSN>
<Volume-Issue>Vol. IX, n 3</Volume-Issue>
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<IssueTopic>Multidisciplinary</IssueTopic>
<IssueLanguage>English</IssueLanguage>
<Season>March 2023</Season>
<SpecialIssue>N</SpecialIssue>
<SupplementaryIssue>N</SupplementaryIssue>
<IssueOA>Y</IssueOA>
<PubDate>
<Year>-0001</Year>
<Month>11</Month>
<Day>30</Day>
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<ArticleType>JMSR Medical Education</ArticleType>
<ArticleTitle>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.</ArticleTitle>
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<ArticleLanguage>English</ArticleLanguage>
<ArticleOA>Y</ArticleOA>
<FirstPage>1179</FirstPage>
<LastPage>1183</LastPage>
<AuthorList>
<Author>
<FirstName>M. EL</FirstName>
<LastName>Mouhajir</LastName>
<AuthorLanguage>English</AuthorLanguage>
<Affiliation/>
<CorrespondingAuthor>N</CorrespondingAuthor>
<ORCID/>
<FirstName>A.</FirstName>
<LastName>Harbil</LastName>
<AuthorLanguage>English</AuthorLanguage>
<Affiliation/>
<CorrespondingAuthor>Y</CorrespondingAuthor>
<ORCID/>
<FirstName>H.</FirstName>
<LastName>Moujtahid</LastName>
<AuthorLanguage>English</AuthorLanguage>
<Affiliation/>
<CorrespondingAuthor>Y</CorrespondingAuthor>
<ORCID/>
<FirstName>L. Belyamani</FirstName>
<LastName/>
<AuthorLanguage>English</AuthorLanguage>
<Affiliation/>
<CorrespondingAuthor>Y</CorrespondingAuthor>
<ORCID/>
<FirstName>N.</FirstName>
<LastName>Madani</LastName>
<AuthorLanguage>English</AuthorLanguage>
<Affiliation/>
<CorrespondingAuthor>Y</CorrespondingAuthor>
<ORCID/>
</Author>
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<DOI>10.46327/msrjg.1.000000000000236</DOI>
<Abstract/>
<AbstractLanguage>English</AbstractLanguage>
<Keywords>Blended learning, Covid 19, Emergency Care, Medical Education, Morocco</Keywords>
<URLs>
<Abstract>https://journal-jmsr.net/ubijournal-v1copy/journals/abstract.php?article_id=14374&title=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.</Abstract>
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<References>
<ReferencesarticleTitle>References</ReferencesarticleTitle>
<ReferencesfirstPage>16</ReferencesfirstPage>
<ReferenceslastPage>19</ReferenceslastPage>
<References>Valland;eacute;e, A., Blacher, J., Cariou, A., and; 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.
Rowe, M., Frantz, J., and; Bozalek, V. (2012). The role of blended learning in the clinical education of healthcare students: a systematic review. Medical teacher, 34(4), e216-e221.
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
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.
Birkun A, Gautam A, Trunkwala F. Global prevalence of cardiopulmonary resuscitation training among the general public: a scoping review. Clin Exp Emerg Med. 2021
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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.
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.
Nolan JP. High-quality cardiopulmonary resuscitation. Curr Opin Crit Care. 2014;20(3):227-233.
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
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.
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.
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
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).
Miotto, H. C., Camargos, F. R., Ribeiro, C. V., Goulart, E. M. and; Moreira, M. C. Effects of the use of theoretical versus theoretical-practical training on CPR. Arq Bras Cardiol. 95, 328–331 (2010).
Baldi, E. et al. Real-time visual feedback during training improves laypersons’ CPR quality: a randomized controlled manikin study. CJEM. 19, 480–487 (2017).
Adams NE. Bloomand;#39;s taxonomy of cognitive learning objectives. J Med Libr Assoc. 2015 Jul;103(3):152-3
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.
Eckleberry-Hunt J, Lick D, Hunt R. Is Medical Education Ready for Generation Z? J Grad Med Educ. 2018;10(4):378-381.
Mertz L. Tying Tech to Care: Connected health is better for both providers and patients. IEEE Pulse. 2016;7(6):13-15.
Modand;egrave;le dand;#39;and;eacute;valuation de land;#39;apprentissage de Donald Kirkpatrick, 1959 ; revue et documents contextuels Alan Chapman 1995-200.</References>
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