Comparison of the effects of microlearning and webinars on knowledge and self-efficacy of emergency medical technicians (EMTs) in the diagnosis and treatment of cardiac arrhythmias
Dublin Core
Title
Comparison of the effects of microlearning and webinars on knowledge and self-efficacy of emergency medical technicians (EMTs) in the diagnosis and treatment of cardiac arrhythmias
Subject
Cardiac arrhythmia, Emergency medical technicians (EMTs), Knowledge, Microlearning, Self-efficacy,
Webinar
Webinar
Description
Background Emergency medical technicians (EMTs) are crucial for early diagnosis and treatment of cardiac
arrhythmias. Continuous training is needed, and innovative methods such as microlearning and webinars may offer
advantages over traditional approaches.
Methods In this quasi-experimental study, 75 EMTs in Zabol, Iran (2024) were randomly assigned to microlearning,
webinar, or control groups. The microlearning group received 22 short online sessions; the webinar group attended
two 55-minute virtual lectures. Knowledge and self-efficacy were measured before, immediately after, and one month
after the interventions using validated questionnaires.
Results Microlearning was more effective and sustainable than both webinar and control methods in improving
participants’ knowledge and self-efficacy, especially at the one-month follow-up. Compared with the baseline, the
microlearning group maintained nearly 95% of their immediate post-test improvement after one month, while the
webinar group’s scores dropped by about 25%, and the control group showed no meaningful change. The differences
between microlearning and the other groups at one month were statistically significant (P<0.001).
Conclusions Microlearning is more effective and durable than webinars for enhancing EMTs’ knowledge and
self-efficacy in managing cardiac arrhythmias. It is recommended as a practical approach for continuous clinical
education.
arrhythmias. Continuous training is needed, and innovative methods such as microlearning and webinars may offer
advantages over traditional approaches.
Methods In this quasi-experimental study, 75 EMTs in Zabol, Iran (2024) were randomly assigned to microlearning,
webinar, or control groups. The microlearning group received 22 short online sessions; the webinar group attended
two 55-minute virtual lectures. Knowledge and self-efficacy were measured before, immediately after, and one month
after the interventions using validated questionnaires.
Results Microlearning was more effective and sustainable than both webinar and control methods in improving
participants’ knowledge and self-efficacy, especially at the one-month follow-up. Compared with the baseline, the
microlearning group maintained nearly 95% of their immediate post-test improvement after one month, while the
webinar group’s scores dropped by about 25%, and the control group showed no meaningful change. The differences
between microlearning and the other groups at one month were statistically significant (P<0.001).
Conclusions Microlearning is more effective and durable than webinars for enhancing EMTs’ knowledge and
self-efficacy in managing cardiac arrhythmias. It is recommended as a practical approach for continuous clinical
education.
Creator
Jafar Baranipour1
, Seyed Mohammad Reza Hosseini2* , Gholam Reza Sharifzadeh3 and
Mahdieh Poodineh Moghadam4
, Seyed Mohammad Reza Hosseini2* , Gholam Reza Sharifzadeh3 and
Mahdieh Poodineh Moghadam4
Source
https://doi.org/10.1186/s12873-025-01428-0
Date
2026
Contributor
Peri Irawan
Format
PDF
Language
ENGLISH
Type
TEXT
Files
Collection
Citation
Jafar Baranipour1
, Seyed Mohammad Reza Hosseini2* , Gholam Reza Sharifzadeh3 and
Mahdieh Poodineh Moghadam4, “Comparison of the effects of microlearning and webinars on knowledge and self-efficacy of emergency medical technicians (EMTs) in the diagnosis and treatment of cardiac arrhythmias,” Repository Horizon University Indonesia, accessed April 11, 2026, https://repository.horizon.ac.id/items/show/12026.