Video-Based Learning vs Traditional Lecture for Instructing Emergency Medicine Residents in Disaster Medicine Principles of Mass Triage, Decontamination, and Personal Protective Equipment

• Published in: Prehospital and disaster medicine Vol. 33; no. 1; pp. 7 - 12
• Main Authors: Curtis, Henry A., Trang, Karen, Chason, Kevin W., Biddinger, Paul D.
• Format: Journal Article
• Language: English
• Published: New York, USA Cambridge University Press 01.02.2018; Jems Publishing Company, Inc
• Subjects: Decontamination; Disaster medicine; Disasters; Education; Emergency medical care; Emergency services; Health technology assessment; Medical residencies; Original Research; Personal protective equipment; Protective equipment; Websites; New York; California; United Kingdom > UK; United States > US; Maryland; decontamination; personal protective equipment; traditional lecture; emergency medicine residents; disaster medicine; mass triage; video-based learning; ACEP American College of Emergency Physicians; CPR cardiopulmonary resuscitation; VBL video-based learning; CDC Centers for Disease Control and Prevention; TL traditional lecture; PGY post-graduate year; PPE personal protective equipment
• ISSN: 1049-023X; 1945-1938
• DOI: 10.1017/S1049023X1700718X

Introduction Great demands have been placed on disaster medicine educators. There is a need to develop innovative methods to educate Emergency Physicians in the ever-expanding body of disaster medicine knowledge. The authors sought to demonstrate that video-based learning (VBL) could be a promising alternative to traditional learning methods for teaching disaster medicine core competencies. Hypothesis/Problem The objective was to compare VBL to traditional lecture (TL) for instructing Emergency Medicine residents in the American College of Emergency Physicians (ACEP; Irving, Texas USA) disaster medicine core competencies of patient triage and decontamination. A randomized, controlled pilot study compared two methods of instruction for mass triage, decontamination, and personal protective equipment (PPE). Emergency Medicine resident learning was measured with a knowledge quiz, a Likert scale measuring comfort, and a practical exercise. An independent samples t-test compared the scoring of the VBL with the TL group. Twenty-six residents were randomized to VBL (n=13) or TL (n=13). Knowledge score improvement following video (14.9%) versus lecture (14.1%) did not differ significantly between the groups (P=.74). Comfort score improvement also did not differ (P=.64) between video (18.3%) and lecture groups (15.8%). In the practical skills assessment, the VBL group outperformed the TL group overall (70.4% vs 55.5%; P<.0001), with significantly better performance in donning PPE and decontamination. Although not part of the original study design, a three-month post-hoc analysis was performed. When comparing the pre-intervention and three-month post-hoc performances, there were no significant differences in knowledge increases between VBL versus TL (P=.41) or in comfort (P=.39). Video modules can be as effective as TL when utilized to train Emergency Medicine residents in the ACEP disaster medicine core competencies of patient triage and decontamination. Curtis HA , Trang K , Chason KW , Biddinger PD . Video-based learning vs traditional lecture for instructing emergency medicine residents in disaster medicine principles of mass triage, decontamination, and personal protective equipment.