OBJECTIVES: To determine whether two different distance learning techniques are as effective as classroom teaching for training rural-based emergency medical technician-intermediate (EMT-I) students. METHODS: A prospective, nonrandomized comparison of three different instructional methods, with the outcome measurements being mean test scores and attrition rates, was devised. Fifty-seven EMT-I students from rural communities in central Texas were assigned to one of three groups. Each group received 50 hours of didactic instruction based on the U.S. Department of Transportation EMT-I curriculum. The same instructor taught all classes, and all groups used the same workbooks, syllabi, and computer-based tutorials. Group 1 (n = 25) received traditional classroom instruction. Group 2 (n = 18) received instruction using a two-way audio/graphic computer network. Group 3 (n = 14) received instruction using a satellite-based audio/video networks. All students then took a standardized multiple-choice examination. Attrition rates were based on the number of those who qualified for EMT-I certification. RESULTS: Mean test results for each group were as follows: group 1, 93 (95% CI = 91-95); group 2, 94 (95% CI = 93-96); group 3, 94 (95% CI = 92-96). No significant difference was noted in mean test scores between groups (p = 0.21). Attrition rates were as follows: group 1, 88% (95% CI = 69-97%); group 2, 100% (95% CI = 81-100%); group 3, 86% (95% CI = 57-98%). No significant difference was seen in attrition rates between groups (p = 0.24). CONCLUSIONS: No difference was found in mean test scores or attrition rates between traditional classroom and two distance learning methods for rural-based EMT-I students. Distance learning techniques may offer an effective alternative for providing educational opportunities to rural EMS providers.
RCT Entities:
OBJECTIVES: To determine whether two different distance learning techniques are as effective as classroom teaching for training rural-based emergency medical technician-intermediate (EMT-I) students. METHODS: A prospective, nonrandomized comparison of three different instructional methods, with the outcome measurements being mean test scores and attrition rates, was devised. Fifty-seven EMT-I students from rural communities in central Texas were assigned to one of three groups. Each group received 50 hours of didactic instruction based on the U.S. Department of Transportation EMT-I curriculum. The same instructor taught all classes, and all groups used the same workbooks, syllabi, and computer-based tutorials. Group 1 (n = 25) received traditional classroom instruction. Group 2 (n = 18) received instruction using a two-way audio/graphic computer network. Group 3 (n = 14) received instruction using a satellite-based audio/video networks. All students then took a standardized multiple-choice examination. Attrition rates were based on the number of those who qualified for EMT-I certification. RESULTS: Mean test results for each group were as follows: group 1, 93 (95% CI = 91-95); group 2, 94 (95% CI = 93-96); group 3, 94 (95% CI = 92-96). No significant difference was noted in mean test scores between groups (p = 0.21). Attrition rates were as follows: group 1, 88% (95% CI = 69-97%); group 2, 100% (95% CI = 81-100%); group 3, 86% (95% CI = 57-98%). No significant difference was seen in attrition rates between groups (p = 0.24). CONCLUSIONS: No difference was found in mean test scores or attrition rates between traditional classroom and two distance learning methods for rural-based EMT-I students. Distance learning techniques may offer an effective alternative for providing educational opportunities to rural EMS providers.