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The Benefits of eLearning
在CPR培训中

eLearning Solutions for CPR

如果您的目标是改善CPR学习经验,那么电子学习可能是答案...

在过去的10年中,心肺复苏术培训已明显发展。学习者仍然可以访问传统教师主导的课程。但是,也有在线课程和低剂量的高频培训模型。

In this article, we focus on the benefits thateLearning, specifically, can bring to your CPR training。当您阅读时,请考虑这种培训方法是否适合您和您的组织。

How is eLearning used in CPR training?

eLearning (synonymous with virtual learning and online learning) to teach CPR is often used as part of an overall blended learning experience. Students complete their cognitive portion of the training online, replacing the lecture provided in a traditional instructor-led course. After completing the eLearning activity, learners have the option to attend a short, instructor-led course that focuses on skills practice or to complete their hands-on portion with a voice-assisted manikin (VAM).

一致的标准化结果

The struggle in teaching CPR on a mass scale has always been how to maintain consistency while also achieving training efficiency. Historically, a combination of video and text materials have been used to meet this challenge--with an evergrowing emphasis on holding instructors accountable for not deviating from course materials.

The recent requirement for feedback devices to be used in testing has helped to improve consistency and standardization, not to mention make a more confident learner. But, some organizations and institutions may wish to do more.电子学习解决方案可以提供学习者需要的结构,标准化课程内容和交付。1

Studies show 50-60% better consistency of learning through technology-based training.2

当发生心脏紧急情况时,任何组织都在努力实现的救生技术。当学习者接受了那种刻板的培训时,您可以确信他们会感到更有能力采取行动。

Save time and money

通过将演讲和视频替换为电子学习,培训中心教室中唯一需要的时间是动手技能考试。这不仅减少了在课程的全长(如果有的话)上雇用教练的需求,而且还可以释放教室以供额外使用。而且,如果您的培训中心有大量的学习者,这意味着you can certify more learners at a faster rate and actually generate revenue.3

由于学习者在自己的时间内完成了认知部分,因此训练空间被严格用于与讲师或VAM进行技能检查。根据您的组织选择管理资源转变的方式,可能会产生巨大的成本节省。

节省成本并不总是预先花费更少的钱的结果 - 相反,它们可以以多种方式发生。通过电子学习,可能会有初始的运营或实施费用,但是随着时间的流逝,提高效率实际上可以带来该投资的回报。4

降低成本

与传统的教师领导的学习相比,电子学习可能导致大量的成本节省,有时多达50%。5

Increased learning engagement, retention, and satisfaction

By incorporating eLearning in CPR training, you have the potential to improve learner satisfaction as well as learning outcomes.

一项研究表明,当教育工作者应用电子学习时,学习者的动机会增加。6Because of the perceived ease of use, the ability to complete modules at their own pace, and repeat parts of the curriculum until they feel confident,学习者发现这种学习方法比传统的课堂方法更容易获得和引人入胜。

Most learners agree that eLearning is a great tool to provide basic knowledge and tutorials, which can help form ideas and engage them in more complicated, high-level thinking.7在进行更硬的材料之前,可以建立对核心概念的理解的能力可以改善保留率。

电子学习提高保留率25-60%。8

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您如何通过电子学习教授有效的心肺复苏术?

您是否正在考虑将电子学习添加到心肺复苏术培训中?

如果是这样,您可能会想知道如何充分利用自己的投资,并确保为学习者提供最佳的学习环境和成果。下载我们的免费清单以获取成功的提示。

下载清单

References:

  1. Ruiz, J.G., Mintzer, M.J., & Leipzig, R.M. (2006). The impact of e-learning in medical education. Academic Medicine, 81(3), 207-212. Retrieved fromhttps://journals.lww.com/academicmedicine/fulltext/2006/03000/theimpactofelearninginmedicaleducation.2.aspx
  2. WR Hambrecht&Co。(2000)。Corporate eLearning: Exploring a New Frontier, p 9.
  3. Becker’s Health IT & CIO Report. (2015). Healthstream’s heartcode: Case study at Saint Peter’s University Hospital. Retrieved fromhttps://www.beckershospitalreview.com/healthcare-information-technology/healthstream-shertream-shertcode-case-case-study-at-saint-saint-saint-saint-saint-s-university-hospital.html
  4. 美国心脏协会。(2019)。与AHA的急救在线培训电子学习。从...获得https://cpr.heart.org/AHAECC/CPRAndECC/General/UCM_487917_AHA-learning-and-blended-learning-courses.jsp
  5. Ruiz, J.G., Mintzer, M.J., & Leipzig, R.M. (2006). See reference #1.
  6. Harandi共和国(2015). Effects of e-learning on students’ motivation. Procedia – Social and Behavioral Sciences, 181(11), 423-430. DOI:https://doi.org/10.1016/j.sbspro.2015.04.905
  7. Morton, C.E., Saleh, S.N., Smith, S.F., Hemani, A., Ameen, A., Bennie, T.D., et al. (2016). Blended learning: How can we optimise undergraduate student engagement?. BMC Medical Education, 16, article #195. Retrieved fromhttps://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-016-0716-z
  8. WR Hambrecht&Co。(2000)。请参阅参考#2。

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