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Randomized controlled trial of an instructional DVD for clinical skills teaching
Author(s) -
Lee Joon C,
Boyd Russell,
Stuart Peter
Publication year - 2007
Publication title -
emergency medicine australasia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.602
H-Index - 52
eISSN - 1742-6723
pISSN - 1742-6731
DOI - 10.1111/j.1742-6723.2007.00976.x
Subject(s) - medicine , checklist , randomized controlled trial , likert scale , anxiety , physical therapy , surgery , psychology , psychiatry , developmental psychology , cognitive psychology
Objective: To determine the efficacy of clinical skills teaching using a DVD‐based teaching medium (interventional group) compared with the traditional, four‐step, face‐to‐face approach (control group). The clinical skill selected for the study was that of paediatric intraosseous (IO) needle insertion. Methods: Thirty‐six candidates who had no exposure to IO needle insertion experience within the past 12 months were randomly allocated into two groups. The interventional group ( n = 18) was shown a 10 min instructional DVD and then allowed 10 min each to practise IO insertion with a paediatric training mannequin. The control group ( n = 18) was given a 20 min, four‐step, face‐to‐face teaching session with practical exposure and individual use of an IO needle on a training mannequin facilitated by an instructor. Each candidate was assessed using a checklist of critical steps for successful IO needle insertion and given a score out of 10. A modified Likert score reflecting candidates’ subjective perceptions of the whole experience was completed after the test. Results: The interventional group obtained a mean score of 7.56 (SD 1.65) and the control teaching group a mean score of 6.00 (SD 1.84). The mean difference was −1.56 ( P < 0.01, 95% CI −2.74 to −0.37). There was no difference in the candidates’ perception on the satisfaction, anxiety and confidence level about the teaching experience. Conclusion: The study suggests that the use of instructional DVD for clinical skills teaching results in improved learning outcomes compared with the traditional face‐to‐face didactic teaching method.