Problem-Based versus Lecture-Based Method in Prehospital Trauma Life Support Training; a Pre-test Post-test Study.
Introduction: Pre-hospital trauma life support (PHTLS) training is necessary for all emergency medical services (EMS) personnel to increase their efficacy and skills. This study aimed to compare two methods of problem-based learning (PBL) and lecture-based learning (LBL) for PHTLS training courses o...
| Publicado en: | Archives of Academic Emergency Medicine Vol. 7; no. 1; pp. 1 - 6 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Shahid Beheshti University of Medical Sciences
2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | Introduction: Pre-hospital trauma life support (PHTLS) training is necessary for all emergency medical services (EMS) personnel to increase their efficacy and skills. This study aimed to compare two methods of problem-based learning (PBL) and lecture-based learning (LBL) for PHTLS training courses of EMS personnel. Methods: In this pre-post-test study, 144 male EMS staff members were divided into two groups of PBL (n=72) and LBL (n=72). Both groups received four sessions of PHTLS training based on 8th edition of PHTLS guideline. The participants' knowledge and skills were evaluated before and three months after training and the two groups were compared in this regard. Results: The mean knowledge score (63.59§13.43 to 81.08§4.66; p<0.001) and mean skills score (58.85§19.74 to 99.07§25.02; p<0.001) of participants had significantly improved after the training courses. Both groups had similar scores before intervention, but PBL group had significantly higher scores in knowledge (p<0.001) and skills (p<0.001) after intervention. There was also a significantly higher change in knowledge (p<0.01) and skills (p<0.001) in PBL group compared to LBL group. Conclusion: PHTLS training improves EMS personnel's knowledge and skill in managing trauma patients. PBL was more effective than LBL. |
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