Internet-based learning and traditional lecture produce no significant difference in CPR knowledge gains for physicians¶

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? There was no significant difference in pre- and post-knowledge assessment results between the IBL and TCL groups; equivalence was not tested. → 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 on pre- and post-knowledge scores of the two groups of 40 physicians (post-test p=0.58, pre-test p=0.616 in Table 3). The article reports no statistically significant difference and prints no effect size.

"There was no significant difference in pre and post-knowledge assessment results between the two groups (p > 0.05)."

Discussion¶

Related Claims¶

• Physicians in Internet-based CPR CME report significantly higher satisfaction than physicians in traditional classroom lecture — related
• Both IBL and TCL groups show significant pre-to-post knowledge increases in CPR learning — related
• Physicians learning CPR via IBL required substantially less time than the six-hour traditional lecture — related
• Physicians learning via the model-based e-learning program scored significantly higher on the posttest than physicians receiving lecture-based teaching — related
• VR module matched a textbook on anatomy knowledge at pre-, post- and retention testing while being rated more engaging and motivating (Stepan et al.) — related