| Autor: |
Blanca Rueda-Medina, María Encarnación Aguilar-Ferrándiz, Ana Alejandra Esteban-Burgos, Rosa María Tapia Haro, Antonio Casas-Barragán, Almudena Velando-Soriano, Rocío Gil-Gutiérrez, María Correa-Rodríguez |
| Rok vydání: |
2022 |
| Předmět: |
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| Zdroj: |
International Journal of Environmental Research and Public Health; Volume 19; Issue 19; Pages: 12981 |
| ISSN: |
1660-4601 |
| DOI: |
10.3390/ijerph191912981 |
| Popis: |
Background: In the COVID-19 era, there was a call for the transformation of higher education. Universities had to combine non-face-to-face teaching with traditional procedures. This study analyzed the effectiveness and perceived satisfaction in a cohort of health sciences students of non-face-to-face teaching with passive training versus face-to-face teaching with active training in the proper donning and doffing of personal protective equipment (PPE) in a clinical simulation scenario. Methods: A total of 142 participants were randomized into two groups: (a) non-face-to-face teaching with passive training; (b) face-to-face teaching with active training. The proper protocol for donning and doffing PPE was assessed. Students evaluated their skills before and after training and satisfaction with training received. Results: Significant differences were observed for the statements “I felt more confident in donning after receiving this training” (p = 0.029) and “I felt more confident in doffing after receiving this training” (p = 0.042) in the face-to-face teaching with active training group compared to the non-face-to-face teaching with passive training group, whose number of tasks violated was significantly higher (p = 0.020). Satisfaction was significantly higher in the face-to-face and active training group (p = 0.004). Conclusions: Face-to-face teaching with active training improves effectiveness and satisfaction more than non-face-to-face teaching with passive training for acquiring skills in donning and doffing PPE properly. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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