• Ronny Lehmann, Christiane Thiessen, Barbara Frick, Hans Martin Bosse, Christoph Nikendei, Georg Friedrich Hoffmann, Burkhard Tönshoff, and Sören Huwendiek.
• Center for Pediatrics and Adolescent Medicine, Department of General Pediatrics, University Hospital Heidelberg, Heidelberg, Germany. ronny.lehmann@med.uni-heidelberg.de.
• J. Med. Internet Res. 2015 Jul 2; 17 (7): e162.

BackgroundE-learning and blended learning approaches gain more and more popularity in emergency medicine curricula. So far, little data is available on the impact of such approaches on procedural learning and skill acquisition and their comparison with traditional approaches.ObjectiveThis study investigated the impact of a blended learning approach, including Web-based virtual patients (VPs) and standard pediatric basic life support (PBLS) training, on procedural knowledge, objective performance, and self-assessment.MethodsA total of 57 medical students were randomly assigned to an intervention group (n=30) and a control group (n=27). Both groups received paper handouts in preparation of simulation-based PBLS training. The intervention group additionally completed two Web-based VPs with embedded video clips. Measurements were taken at randomization (t0), after the preparation period (t1), and after hands-on training (t2). Clinical decision-making skills and procedural knowledge were assessed at t0 and t1. PBLS performance was scored regarding adherence to the correct algorithm, conformance to temporal demands, and the quality of procedural steps at t1 and t2. Participants' self-assessments were recorded in all three measurements.ResultsProcedural knowledge of the intervention group was significantly superior to that of the control group at t1. At t2, the intervention group showed significantly better adherence to the algorithm and temporal demands, and better procedural quality of PBLS in objective measures than did the control group. These aspects differed between the groups even at t1 (after VPs, prior to practical training). Self-assessments differed significantly only at t1 in favor of the intervention group.ConclusionsTraining with VPs combined with hands-on training improves PBLS performance as judged by objective measures.

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