Impact of Face-to-Face Teaching in Addition to Electronic Learning on Personal Protective Equipment Doffing Proficiency in Student Paramedics: Randomized Controlled Trial

Ludivine Currat, Mélanie Suppan, Birgit Andrea Gartner, Emmanuel Daniel, Mathieu Mayoraz, Stephan Harbarth, Laurent Suppan and Loric Stuby
Additional contact information
Ludivine Currat: A.C.E. Genève Ambulances, Emergency Medical Services, CH-1225 Chêne-Bourg, Switzerland
Mélanie Suppan: Division of Anesthesiology, Department of Anesthesiology, Clinical Pharmacology, Intensive Care and Emergency Medicine, University of Geneva Hospitals and Faculty of Medicine, CH-1211 Geneva, Switzerland
Birgit Andrea Gartner: Division of Emergency Medicine, Department of Anesthesiology, Clinical Pharmacology, Intensive Care and Emergency Medicine, University of Geneva Hospitals and Faculty of Medicine, CH-1211 Geneva, Switzerland
Emmanuel Daniel: Infection Control Program and WHO Collaborating Centre on Patient Safety, University of Geneva Hospitals and Faculty of Medicine, CH-1211 Geneva, Switzerland
Mathieu Mayoraz: MEDI—Center for Medical Education, College of Higher Education in Ambulance Care, CH-3014 Bern, Switzerland
Stephan Harbarth: Infection Control Program and WHO Collaborating Centre on Patient Safety, University of Geneva Hospitals and Faculty of Medicine, CH-1211 Geneva, Switzerland
Laurent Suppan: Division of Emergency Medicine, Department of Anesthesiology, Clinical Pharmacology, Intensive Care and Emergency Medicine, University of Geneva Hospitals and Faculty of Medicine, CH-1211 Geneva, Switzerland
Loric Stuby: Genève TEAM Ambulances, Emergency Medical Services, CH-1201 Geneva, Switzerland

IJERPH, 2022, vol. 19, issue 5, 1-16

Abstract: Personal protective equipment doffing is a complex procedure that needs to be adequately performed to prevent health care worker contamination. During the COVID-19 pandemic, junior health care workers and students of different health care professions who had not been trained to carry out such procedures were often called upon to take care of infected patients. To limit direct contact, distance teaching interventions were used, but different trials found that their impact was rather limited. We therefore designed and carried out a randomized controlled trial assessing the impact of adding a face-to-face intervention using Peyton’s four-step approach to a gamified e-learning module. Sixty-five student paramedics participated in this study. The proportion of doffing sequences correctly performed was higher in the blended learning group (33.3% (95%CI 18.0 to 51.8) versus 9.7% (95%CI 2.0 to 25.8), p = 0.03). Moreover, knowledge and skill retention four to eight weeks after the teaching intervention were also higher in this group. Even though this study supports the use of a blended learning approach to teach doffing sequences, the low number of student paramedics able to adequately perform this procedure supports the need for iterative training sessions. Further studies should determine how often such sessions should be carried out.

Keywords: personal protective equipment; electronic learning; prehospital; student paramedics; infection prevention; face-to-face learning; randomized controlled trial; Peyton’s approach; blended learning (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
References: View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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