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电子学习的好处
in CPR Training

CPR的电子学习解决方案

If your goal is to improve the CPR learning experience, eLearning may be the answer...

CPR training has evolved markedly over the past 10 years. Learners still have access to traditional instructor-led courses. However, there are also online courses and low-dose, high-frequency models of training.

在本文中,我们关注的好处电子学习具体来说,可以带给您的心肺复苏术培训. As you read, consider whether this approach to training would be suited to you and your organization.

CPR培训中如何使用电子学习?

电子学习(与虚拟学习和在线学习的代名词)教CPR通常被用作整体混合学习体验的一部分。学生在网上完成培训的认知部分,以取代传统教师主导的课程中提供的演讲。完成电子学习活动后,学习者可以选择参加一门简短的讲师主导的课程,该课程专注于技能练习或使用语音辅助Manikin(VAM)完成动手。

Consistent, standardized results

大规模教授心肺复苏术的斗争一直是如何保持一致性,同时还达到培训效率。从历史上看,视频和文本材料的结合已被用来应对这一挑战 - 不断重视让讲师不偏离课程材料的责任。

最新的对反馈设备用于测试的要求有助于提高一致性和标准化,更不用说使学习者更加自信。但是,一些组织和机构可能希望做更多。E-learning solutions can provide the structure that learners need, standardizing the course content as well as delivery.1

研究表明,通过基于技术的培训,学习的一致性更好50-60%。2

When a cardiac emergency occurs, an approach to life-saving techniques that was reinforced by standardized training is what any organization strives for. When learners have received that stanardized training, you can be confident that they will feel more empowered to act.

Save time and money

By substituting lecture and video with eLearning, the only required time in a training center’s classroom is the hands-on skills exam. This not only reduces the need to hire instructors for the full length of the course (if at all), but also frees up the classroom for additional use. And, if your training center has a high volume of learners, this means that您可以以更快的速度认证更多的学习者,并实际产生收入。3

Because learners complete the cognitive portion on their own time, the training space is strictly used to perform skills checks with an instructor or VAM. Based on how your organization chooses to manage this shift in resources, there is potential for great cost-savings.

Cost-savings are not always the result of spending less money upfront – rather, they can occur in any number of ways. With eLearning, there may be an initial operational or implementation expense, but over time the improved efficiency can actually lead to a return on that investment.4

cost reduction

电子学习can result in significant cost-savings, sometimes as much as 50%, compared with traditional instructor-led learning.5

增加学习参与,保留和满意度

通过将电子学习纳入心肺复苏术培训,您有可能提高学习者满意度和学习成果。

One study shows that when educators apply eLearning, learners experience an increase in motivation.6由于易用性的易用性,能够按照自己的步伐完成模块的能力,并重复课程的一部分,直到他们感到自信,学习者更accessi找到这种学习的方法ble and engaging than traditional classroom methods.

大多数学习者都认为,电子学习是提供基本知识和教程的绝佳工具,可以帮助形成思想并参与更复杂,更高层次的思维。7The ability to build an understanding of core concepts before moving onto harder material can lead to improved retention.

电子学习increases retention rates 25-60%.8

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How can you teach effective CPR through eLearning?

Are you thinking about adding eLearning to your CPR training?

If so, you are likely wondering how you can make the most out of your investment and ensure the best possible learning environment and outcomes for your learners. Download our free checklist for tips to your success.

Download Checklist

参考:

  1. Ruiz,J.G.,Mintzer,M.J。和R.M. Leipzig(2006)。电子学习在医学教育中的影响。学术医学,81(3),207-212。从...获得https://journals.lww.com/academicmedicine/fulltext/2006/03000/theimpactofelearninginmedicaleducation.2.aspx
  2. WR Hambrecht&Co。(2000)。公司电子学习:探索新的边界,第9页。
  3. Becker的健康IT和CIO报告。(2015)。HealthStream的心脏编号:圣彼得大学医院的案例研究。从...获得https://www.beckershospitalreview.com/healthcare-information-technology/healthstream-s-heartcode-case-study-at-saint-peter-s-university-hospital.html
  4. American Heart Association. (2019). First aid online training elearning with AHA. Retrieved fromhttps://cpr.heart.org/AHAECC/CPRAndECC/General/UCM_487917_AHA-learning-and-blended-learning-courses.jsp
  5. Ruiz,J.G.,Mintzer,M.J。和R.M. Leipzig(2006)。请参阅参考#1。
  6. Harandi,S.R。(2015)。电子学习对学生动机的影响。程序 - 社会和行为科学,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。等。(2016)。混合学习:我们如何优化学生的参与度?BMC医学教育,第16条,第195条。从...获得https://bmcmeduc.biomedcentral.com/articles/10.1186/s12909-016-0716-z
  8. WR Hambrecht&Co。(2000)。See reference #2.

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