eprintid: 25810
rev_number: 11
eprint_status: archive
userid: 1589
dir: disk0/00/02/58/10
datestamp: 2019-01-10 10:08:09
lastmod: 2024-03-29 22:21:24
status_changed: 2019-01-10 10:08:09
type: article
metadata_visibility: show
creators_name: Lehmann, Ronny
creators_name: Lutz, Thomas
creators_name: Helling-Bakki, Astrid
creators_name: Kummer, Sebastian
creators_name: Huwendiek, Sören
creators_name: Bosse, Hans Martin
title: Animation and interactivity facilitate acquisition of pediatric life support skills: a randomized controlled trial using virtual patients versus video instruction
subjects: 610
divisions: 910500
abstract: Background: Several promising studies suggest a positive impact of interactive and media-enriched e-learning resources such as virtual patients (VP) on skill acquisition in pediatric basic life support (PBLS). This study investigates which immanent VP components account for this effect.   

Methods: N = 103 medical students in their 5th year were assigned to one of three groups: a video group prepared with self-instructional videos on PBLS (N = 37); an animation-enriched VP group with VP containing interactive questions (N = 35), static and animated media, and a static VP group with VP containing interactive questions and only static media (N = 31). Subsequent PBLS demonstrations were video-documented and scored for adherence to guideline-based algorithm, temporal demands (such as correct pace of rescue breaths and chest compressions), and quality of procedural steps (e.g., correct head positioning), as well as overall competency by two group-blinded, independent pediatricians.

Results: Groups did not differ with regard to adherence to correct algorithm (88.7 ± 10.3, 93.3 ± 6.7 and 90.3 ± 10.5, respectively). Self-instruction with animated media – through videos or animation-enriched VP – resulted in a better adherence to temporal demands, as compared with training with static VP (64.5 ± 26.3 and 50.7 ± 25.7, respectively, vs. 23.8 ± 21.0). Procedural quality by the video group was slightly inferior compared with the animation-enriched VP group (79.5 ± 12.3 vs. 82.0 ± 11.9), and distinct inferior in overall ‘competent’ ratings (43.2% vs. 65.7%). The static VP group performed considerably most poorly of all three groups (temporal adherence 73.2 ± 11.9 and 19.4% ‘competent’ ratings).

Conclusions: VP can feasibly enhance PBLS skill acquisition. Thoughtful design of animations and interactivity of the VP further improves such skill acquisition, both in quality of performance and in adherence to temporal demands.
date: 2019
publisher: BioMed Central
id_scheme: DOI
ppn_swb: 1655162926
own_urn: urn:nbn:de:bsz:16-heidok-258100
language: eng
bibsort: LEHMANNRONANIMATIONA2019
full_text_status: public
publication: BMC Medical Education
volume: 19
number: 7
place_of_pub: London
pagerange: 1-9
issn: 1472-6920
citation:   Lehmann, Ronny ; Lutz, Thomas ; Helling-Bakki, Astrid ; Kummer, Sebastian ; Huwendiek, Sören ; Bosse, Hans Martin  (2019) Animation and interactivity facilitate acquisition of pediatric life support skills: a randomized controlled trial using virtual patients versus video instruction.  BMC Medical Education, 19 (7).  pp. 1-9.  ISSN 1472-6920     
document_url: https://archiv.ub.uni-heidelberg.de/volltextserver/25810/1/12909_2018_Article_1442.pdf