ABSTRACT
Information technology changes people's way of working, learning and thinking at an amazing speed, which will inevitably lead to comprehensive reform and development in the education field. The epidemic situation of COVID-19 makes online teaching the main teaching mode of 'teaching without stopping and learning without stopping'. The application of modern education technology based on 'Chaoxing Platform+Tencent Meeting' in teaching process is explored. Based on teaching environment, interactive teaching mode construction, teaching management and evaluation, the teaching design is carried out in combination with the actual characteristics of each teaching link. The application of virtual simulation modern educational technology in the course Circuit Analysis is studied, and the convenience and the intuitiveness brought by virtual simulation technical resources and interactive platform are given full play, and the virtual simulation technology can effectively solve the obscure circuit analysis problem in theoretical teaching. The aim of teaching model reform has been achieved. © 2022 IEEE.
ABSTRACT
OBJECTIVES: The aim of the study was to compare the effect of synchronous online and face-to-face cardiopulmonary resuscitation (CPR) training on chest compressions quality in a manikin model. METHODS: A total of 118 fourth-year medical students participated in this study. The participants were divided into two groups: the online synchronous teaching group and the face-to-face group. Then, the participants were further randomly distributed to 1 of 2 feedback groups: online synchronous teaching and training with feedback devices (TF, n = 30) or without feedback devices (TN, n = 29) and face-to-face teaching and training with feedback devices (FF, n = 30) or without feedback devices (FN, n = 29). In the FN group and FF group, instructors delivered a 45-min CPR training program and gave feedback and guidance during training on site. In the TN group and TF group, the participants were trained with an online lecture via Tencent Meeting live broadcasting. Finally, participants performed a 2-min continuous chest compression (CC) during a simulated cardiopulmonary arrest scene without the audiovisual feedback (AVF) device. The outcome measures included CC depth, CC rate, proportions of appropriate depth (50-60 mm) and CC rate (100-120/min), percentage of correct hand location position, and percentage of complete chest recoil. RESULTS: There was little difference in the CC quality between the synchronous online training groups and the face-to-face training groups. There was no statistically significant difference in CC quality between the TN group and FN group. There were also no statistically significant differences between the TF and FF groups in terms of correct hand position, CC depth, appropriate CC depth, complete chest recoil or CC rate. However, the FF group had a higher appropriate CC rate than the TF group (p = 0.045). In the face-to-face training groups, the AVF device group had a significantly greater CC depth, appropriate CC depth, CC rate, and appropriate CC rate. However, there was a lack of statistically significant differences in terms of correct hand position (p = 0.191) and appropriate CC depth (p = 0.123). In the synchronous online training groups, the AVF device had little effect on the CC rate (p = 0.851) and increased the appropriate CC rate, but the difference was not statistically significant (p = 0.178). CONCLUSIONS: Synchronous online training with an AVF device would be a potential alternative approach to face-to-face chest compression training. Synchronous online training with AVF devices seems to be a suitable replacement for face-to-face training to offer adequate bystander CPR chest compression training.