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Novel educational adjuncts for the World Health Organization Basic Emergency Care Course: a prospective cohort study
Straube, Steven; Chang-Bullick, Julia; Nicholaus, Paulina; Mfinanga, Juma; Rose, Christian; Nichols, Taylor; Hackner, Daniel; Murphy, Shelby; Sawe, Hendry; Tenner, Andrea.
Afiliação
  • Straube, Steven; s.af
  • Chang-Bullick, Julia; s.af
  • Nicholaus, Paulina; s.af
  • Mfinanga, Juma; s.af
  • Rose, Christian; s.af
  • Nichols, Taylor; s.af
  • Hackner, Daniel; s.af
  • Murphy, Shelby; s.af
  • Sawe, Hendry; s.af
  • Tenner, Andrea; s.af
Artigo em Inglês | AIM (África) | ID: biblio-1258606
Biblioteca responsável: CG1.1
ABSTRACT

Introduction:

The World Health Organization's (WHO) Basic Emergency Care Course (BEC) is a five day, inperson course covering basic assessment and life-saving interventions. We developed two novel adjuncts for the WHO BEC a suite of clinical cases (BEC-Cases) to simulate patient care and a mobile phone application (BECApp) for reference. The purpose was to determine whether the use of these educational adjuncts in a flipped classroom approach improves knowledge acquisition and retention among healthcare workers in a low-resource setting.

Methods:

We conducted a prospective, cohort study from October 2017 through February 2018 at two district hospitals in the Pwani Region of Tanzania. Descriptive statistics, Fisher's exact t-tests, and Wilcoxon ranked-sum tests were used to examine whether the use of these adjuncts resulted in improved learner knowledge. Participants were enrolled based on location into two arms; Arm 1 received the BEC course and Arm 2 received the BEC-Cases and BEC-App in addition to the BEC course. Both Arms were tested before and after the BEC course, as well as a 7-month follow-up exam. All participants were invited to focus groups on the course and adjuncts.

Results:

A total of 24 participants were included, 12 (50%) of whom were followed to completion. Mean pre-test scores in Arm 1 (50%) were similar to Arm 2 (53%) (p=0.52). Both arms had improved test scores after the BEC Course Arm 1 (74%) and Arm 2 (87%), (p=0.03). At 7-month follow-up, though with significant participant loss to follow up, Arm 1 had a mean follow-up exam score of 66%, and Arm 2, 74%.

Discussion:

Implementation of flipped classroom educational adjuncts for the WHO BEC course is feasible and may improve healthcare worker learning in low resource settings. Our focus- group feedback suggest that the course and adjuncts are user friendly and culturally appropriate
Assuntos
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Contexto em Saúde: ODS3 - Meta 3.8 Atingir a cobertura universal de saúde / Agenda de Saúde Sustentável para as Américas / ODS3 - Saúde e Bem-Estar Problema de saúde: Coordenação Multissetorial / Objetivo 3: Recursos humanos em saúde / Meta 3.8 Atingir a cobertura universal de saúde Base de dados: AIM (África) Assunto principal: Tanzânia / Organização Mundial da Saúde / Escolaridade / Serviços Médicos de Emergência / Testes Imediatos Tipo de estudo: Estudo diagnóstico / Estudo de etiologia / Estudo observacional / Pesquisa qualitativa País/Região como assunto: África Idioma: Inglês Revista: African journal of emergency medicine (Print) Ano de publicação: 2020 Tipo de documento: Artigo
Buscar no Google
Contexto em Saúde: ODS3 - Meta 3.8 Atingir a cobertura universal de saúde / Agenda de Saúde Sustentável para as Américas / ODS3 - Saúde e Bem-Estar Problema de saúde: Coordenação Multissetorial / Objetivo 3: Recursos humanos em saúde / Meta 3.8 Atingir a cobertura universal de saúde Base de dados: AIM (África) Assunto principal: Tanzânia / Organização Mundial da Saúde / Escolaridade / Serviços Médicos de Emergência / Testes Imediatos Tipo de estudo: Estudo diagnóstico / Estudo de etiologia / Estudo observacional / Pesquisa qualitativa País/Região como assunto: África Idioma: Inglês Revista: African journal of emergency medicine (Print) Ano de publicação: 2020 Tipo de documento: Artigo
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