Physicians in Internet-based CPR CME report significantly higher satisfaction than physicians in traditional classroom lecture¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Participants in the IBL format reported significantly higher mean satisfaction ratings than participants in the TCL format. → Hemmati 2013

Evidence¶

Hemmati 2013¶

Hemmati, N., Omrani, S., & Hemmati, N. (2013). A comparison of internet-based learning and traditional classroom lecture to learn CPR for continuing medical education. Turkish Online Journal of Distance Education, 14(1). https://eric.ed.gov/?id=EJ1006264

q3 · i? · causal · r2

Independent samples t-test comparing satisfaction ratings across the two randomized groups of 40 physicians each in the quasi-experimental study. The IBL group mean was "62.5 ±2.32" versus "54.6±2.18" for TCL, with p=.001; no effect size was printed.

"An independent t-test analysis indicated that participants in the IBL format reported significantly higher mean ratings for this format (62.5 ±2.32) than TCL format (54.6±2.18) (p=.001)."

Discussion¶

Related Claims¶

• Physicians learning CPR via IBL required substantially less time than the six-hour traditional lecture — related
• Internet-based learning and traditional lecture produce no significant difference in CPR knowledge gains for physicians — related
• Both IBL and TCL groups show significant pre-to-post knowledge increases in CPR learning — related
• Flipped classroom instruction is associated with higher student satisfaction than traditional instruction in medical education (SMD 0.82). — related