Comparing the Effectiveness of Two New CPR Training Methods in Korea: Medical Virtual Reality Simulation and Flipped Learning
Abstract
Background: We compared the educational effects of two training methods that have gained momentum: medical virtual reality (medi-VR) simulation and flipped learning.
Methods: Firefighters (n=128; 116 men and 12 women; mean age=28 years) in training from the Emergency Educational Simulation Center of Korea National Fire Service Academy, Gongju-si, Korea, were randomly assigned to two groups: medi-VR simulation and flipped learning in 2022. The participants were trained to perform cardiopulmonary resuscitation (CPR) using medi-VR simulation and the flipped learning methods. CPR self-efficacy, knowledge, performance, class immersion, and class satisfaction were compared between the groups. To analyze educational effects, paired and independent t-tests were performed.
Results: The post-education scores for CPR performance knowledge and CPR performance were significantly higher in the medi-VR simulation group compared to the flipped learning counterparts (P<0.001). Moreover, despite the lack of a significant difference between the groups, post-education scores for self-efficacy, class immersion, and class satisfaction showed a positive effect on learning.
Conclusion: Medi-VR simulation can be utilized as effective educational intervention, while providing a new direction for teaching methods.
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19. Lee YS, Eun Y (2016). The effect of the flipped learning on self-efficacy, critical thinking disposition, and communica-tion competence of nursing students. J Korean Acad Soc Nurs Educ, 22:567–576.
20. Chao WY, Huang LC, Hung HC, et al (2022). Effectiveness of digital flipped learning evidence-based practice on nurses’ knowledge, attitude, and practice: A qua-si-experimental trial. Healthcare (Basel), 10(7):1257.
21. Gopalan C, Butts-Wilmsmeyer C, Moran V (2021). Virtual flipped teaching during the COVID-19 pandemic. Adv Physiol Educ, 45:670–678.
22. Leary M, McGovern SK, Chaudhary Z, et al (2019). Comparing bystander response to a sudden cardiac arrest using a virtual reality CPR training mobile app versus a standard CPR training mobile app. Re-suscitation, 139:167–173.
23. Nas J, Thannhauser J, van Geuns RM, et al (2021). Optimal combination of chest compression depth and rate in virtual reality resuscitation training: A post hoc analysis of the randomized lowlands saves lives trial. J Am Heart Assoc, 10(2):e017367.
2. Torres Martín C, Acal C, El Homrani M, et al (2021). Impact on the virtual learning environment due to COVID-19. Sustain-ability, 13:582.
3. Hubail D, Mondal A, Al Jabir A, et al (2022). Comparison of a virtual reality com-pression-only cardiopulmonary resusci-tation (CPR) course to the traditional course with content validation of the VR course: A randomized control pilot study. Ann Med Surg (Lond), 73:103241.
4. Divjak B, Rienties B, Iniesto F, et al (2022). Flipped classrooms in higher education during the COVID-19 pandemic: Find-ings and future research recommenda-tions. Int J Educ Technol High Educ, 19(1):9.
5. Hassan EA, Elsaman SEA (2022). The ef-fect of simulation-based flipped class-room on acquisition of cardiopulmo-nary resuscitation skills: A simulation-based randomized trial. Nurs Crit Care, https://doi.org/10.1111/nicc.12816.
6. Nakanishi T, Goto T, Kobuchi T, et al (2017). The effects of flipped learning for bystander cardiopulmonary resusci-tation on undergraduate medical stu-dents. Int J Med Educ, 8:430–436.
7. Frost J, Delaney L, Fitzgerald R (2020). Ex-ploring the application of mixed reality in nurse education. BMJ Simul Technol Enhanc Learn, 6(4):214–219.
8. Faul F, Erdfelder E, Buchner A, et al (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behav Res Methods, 41:1149–1160.
9. American Heart Association (2020). High-lights of the 2020 American Heart Asso-ciation Guidelines for CPR and ECC. American Heart Association. Available online: https://cpr.heart.org/-/media/cpr-files/cpr-guidelines-files/highlights/hghlghts_2020_ecc_guidelines_english.pdf (accessed on 23 April 2023).
10. Roh YS, Issenberg SB, Chung HS, et al (2012). Development and psychometric evaluation of the resuscitation self-efficacy scale for nurses. J Korean Acad Nurs, 42(7):1079–1086.
11. Seok IB, Kang EC (2008). Construct validity of multidimensional, hierarchical model on the learning flow scale. J Educ Technol, 24:187–208.
12. Yoo MS (2001). The effectiveness of stand-ardized patient managed instruction for a fundamental nursing course. J Korean Acad Soc Nurs Educ, 7:94–112.
13. Atli K, Selman W, Ray A (2021). A compre-hensive multicomponent neurosurgical course with use of virtual reality: Mod-ernizing the medical classroom. J Surg Educ, 78(4):1350–1356.
14. Turan FD, İşler Dalgıç AI, Duman Ö (2022). Development of a conceptual framework for a virtual reality-based seizure management education program for parents (VRESMEPP). Epilepsy Behav, 135:108875.
15. Jung EK, Choi SS, Jung JY (2018). Compari-son of educational interest, satisfaction, and achievements of educational virtual reality and video. Korean J Emerg Med Ser, 22:93–102.
16. Park TH, Lee JH, Kim SY (2020). Assessing the suitability of virtual reality content for stress reduction among firefighters. Fire Sci Eng, 34:154–162.
17. Treat C, Maniker R, Kessler D (2022). 182 All clear! Virtual reality defibrillator training for medical students is feasible, liked, and improves perceived knowledge, comfort, and skills. Ann Emerg Med, 80:S83.
18. Farra S, Miller E, Timm N, et al (2013). Improved training for disasters using 3D virtual reality simulation. West J Nurs Res, 35(5):655–671.
19. Lee YS, Eun Y (2016). The effect of the flipped learning on self-efficacy, critical thinking disposition, and communica-tion competence of nursing students. J Korean Acad Soc Nurs Educ, 22:567–576.
20. Chao WY, Huang LC, Hung HC, et al (2022). Effectiveness of digital flipped learning evidence-based practice on nurses’ knowledge, attitude, and practice: A qua-si-experimental trial. Healthcare (Basel), 10(7):1257.
21. Gopalan C, Butts-Wilmsmeyer C, Moran V (2021). Virtual flipped teaching during the COVID-19 pandemic. Adv Physiol Educ, 45:670–678.
22. Leary M, McGovern SK, Chaudhary Z, et al (2019). Comparing bystander response to a sudden cardiac arrest using a virtual reality CPR training mobile app versus a standard CPR training mobile app. Re-suscitation, 139:167–173.
23. Nas J, Thannhauser J, van Geuns RM, et al (2021). Optimal combination of chest compression depth and rate in virtual reality resuscitation training: A post hoc analysis of the randomized lowlands saves lives trial. J Am Heart Assoc, 10(2):e017367.
| Files | ||
| Issue | Vol 52 No 7 (2023) | |
| Section | Original Article(s) | |
| DOI | https://doi.org/10.18502/ijph.v52i7.13244 | |
| Keywords | ||
| Cardiopulmonary resuscitation Class immersion Flipped learning Self-efficacy Virtual reality simulation | ||
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
How to Cite
1.
Kim E-A, Cho K-J. Comparing the Effectiveness of Two New CPR Training Methods in Korea: Medical Virtual Reality Simulation and Flipped Learning. Iran J Public Health. 2023;52(7):1428-1438.
