Both IBL and TCL groups show significant pre-to-post knowledge increases in CPR learning¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2013 · 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.
q3 i? Paired samples t-tests indicated a significant pre-to-post knowledge increase for both the IBL and TCL program groups. → 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
Paired t-tests within each group of 40 physicians. TCL moved from a pre-knowledge mean of "68.5 ± 5.68" to 83.12 ± 5.84; IBL moved from "67.87 ± 5.41" to 85.5 ± 5.16; only p-values were printed, no effect size.
"A paired samples t-test analyses indicated a significant pre to post-knowledge increase (p ≤ 0.001) for both program group at the P < 0.05 probability level."
Discussion¶
Related Claims¶
- Physicians in Internet-based CPR CME report significantly higher satisfaction than physicians in traditional classroom lecture — related
- Internet-based learning and traditional lecture produce no significant difference in CPR knowledge gains for physicians — related
- Physicians learning CPR via IBL required substantially less time than the six-hour traditional lecture — related
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