A one-hour web-based e-learning program was equally efficient as a one-hour traditional classroom lecture for USG-PVC training¶
Claim · All claims
Evidence · 1 study · reviewr3·q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Chenkin et al. found no difference in efficiency between one-hour web-based learning and one-hour traditional classroom lecture. → Jørgensen Rasmus 2021
Evidence¶
Jørgensen Rasmus 2021¶
Jørgensen Rasmus, Laursen Christian B., Konge Lars, Pietersen Pia Iben. (2021). Education in the placement of ultrasound-guided peripheral venous catheters: a systematic review. Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine. https://doi.org/10.1186/s13049-021-00897-z
q2 · i? · review · r3
The review reports, citing Chenkin et al., that "a one-hour web-based learning program was equally efficient compared to a one-hour traditional classroom lecture"; equivalence was not formally tested and no effect size is printed.
"Chenkin et al. found that a one-hour web-based learning program was equally efficient compared to a one-hour traditional classroom lecture [38]."
Discussion¶
Related Claims¶
- For ultrasound-guided venous access procedures, comparative studies show no agreement on whether distance or traditional teaching is more effective — related
- Mastery learning is feasible for USG-PVC training without extra time, and overtraining beyond mastery criteria does not improve performance — related
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review |
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by process:wiki-ingest on 2026-10-31 |
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