The Effect of Flipped Learning of Medical Emergency Protocols on the Knowledge of Medical Emergency Personnel

Ashkbous, Samira; Heydari, Heshmatolah; Changaee, Farahnaz; Mohammadi, Rasool; Toulabi, Tahereh

doi:10.22087/ijac.2024.418733.1006

The Effect of Flipped Learning of Medical Emergency Protocols on the Knowledge of Medical Emergency Personnel

Document Type : Research

Authors

Samira Ashkbous ¹

Heshmatolah Heydari ²

Farahnaz Changaee ²

Rasool Mohammadi ³

Tahereh Toulabi ⁴

¹ Student Research Committee, School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran

² Social Determinants of Health Research Center, School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran

³ Nutritional Health Research Center, School of Health and Nutrition, Lorestan University of Medical Sciences, Khorramabad, Iran

⁴ Cardiovascular Research Center, School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran

10.22087/ijac.2024.418733.1006

Abstract

Emergency medical personnel bear a critical responsibility in administering care to severely injured patients; however, research has demonstrated that their knowledge levels range from moderate to inadequate. Consequently, the present study sought to determine the effect of offline flipped learning protocols on the knowledge of emergency medical personnel employed in Khorramabad, Iran. In this field trial, 70 medical emergency technicians from the Central Emergency Department of Khorramabad in 2021 were randomly assigned to control and intervention groups. To assess their knowledge levels, the researchers developed a questionnaire based on offline resources that instruct on medical emergency protocols. The intervention group engaged with offline educational resources on protocols disseminated via WhatsApp and Baleh messaging applications. Subsequently, face-to-face meetings were conducted at the clinical skills center for group discussions and case report exchanges. The control group adhered solely to offline protocols as per routine practice. The average knowledge scores of the intervention and control groups differed significantly post-intervention. A notable increase in the mean knowledge score was observed in the intervention group (43.67 ± 1.79) compared to the control group (12.35 ± 3) (p < 0.001). The implementation of the flipped learning approach, in conjunction with social messaging applications/platforms, has proven advantageous in enhancing the knowledge of medical emergency personnel. Therefore, managers and educational planners are encouraged to adopt innovative teaching techniques in in-service training to ensure the delivery of comprehensive and safe services in medical emergency facilities. Further research is recommended to explore the impact of inverted training on the performance, self-efficacy, and clinical reasoning of emergency medical technicians.

Keywords

Flipped learning

Medical emergencies

Knowledge

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