Jurnal Internasional Afrika vol. 10 issue 1 2020
African Journal of Emergency Medicine
Novel educational adjuncts for the World Health Organization Basic Emergency Care Course: A prospective cohort study
Dublin Core
Title
Jurnal Internasional Afrika vol. 10 issue 1 2020
African Journal of Emergency Medicine
Novel educational adjuncts for the World Health Organization Basic Emergency Care Course: A prospective cohort study
African Journal of Emergency Medicine
Novel educational adjuncts for the World Health Organization Basic Emergency Care Course: A prospective cohort study
Subject
Flipped classroom
online
Emergency care
Open access educational resources
Education
Point-of-care
online
Emergency care
Open access educational resources
Education
Point-of-care
Description
Introduction: The World Health Organization's (WHO) Basic Emergency Care Course (BEC) is a five day, inperson
course covering basic assessment and life-saving interventions. We developed two novel adjuncts for the
WHO BEC: a suite of clinical cases (BEC-Cases) to simulate patient care and a mobile phone application (BECApp)
for reference. The purpose was to determine whether the use of these educational adjuncts in a flipped
classroom approach improves knowledge acquisition and retention among healthcare workers in a low-resource
setting.
Methods: We conducted a prospective, cohort study from October 2017 through February 2018 at two district
hospitals in the Pwani Region of Tanzania. Descriptive statistics, Fisher's exact t-tests, and Wilcoxon ranked-sum
tests were used to examine whether the use of these adjuncts resulted in improved learner knowledge.
Participants were enrolled based on location into two arms; Arm 1 received the BEC course and Arm 2 received
the BEC-Cases and BEC-App in addition to the BEC course. Both Arms were tested before and after the BEC
course, as well as a 7-month follow-up exam. All participants were invited to focus groups on the course and
adjuncts.
Results: A total of 24 participants were included, 12 (50%) of whom were followed to completion. Mean pre-test
scores in Arm 1 (50%) were similar to Arm 2 (53%) (p=0.52). Both arms had improved test scores after the BEC
Course Arm 1 (74%) and Arm 2 (87%), (p=0.03). At 7-month follow-up, though with significant participant loss
to follow up, Arm 1 had a mean follow-up exam score of 66%, and Arm 2, 74%.
Discussion: Implementation of flipped classroom educational adjuncts for the WHO BEC course is feasible and
may improve healthcare worker learning in low resource settings. Our focus- group feedback suggest that the
course and adjuncts are user friendly and culturally appropriate.
course covering basic assessment and life-saving interventions. We developed two novel adjuncts for the
WHO BEC: a suite of clinical cases (BEC-Cases) to simulate patient care and a mobile phone application (BECApp)
for reference. The purpose was to determine whether the use of these educational adjuncts in a flipped
classroom approach improves knowledge acquisition and retention among healthcare workers in a low-resource
setting.
Methods: We conducted a prospective, cohort study from October 2017 through February 2018 at two district
hospitals in the Pwani Region of Tanzania. Descriptive statistics, Fisher's exact t-tests, and Wilcoxon ranked-sum
tests were used to examine whether the use of these adjuncts resulted in improved learner knowledge.
Participants were enrolled based on location into two arms; Arm 1 received the BEC course and Arm 2 received
the BEC-Cases and BEC-App in addition to the BEC course. Both Arms were tested before and after the BEC
course, as well as a 7-month follow-up exam. All participants were invited to focus groups on the course and
adjuncts.
Results: A total of 24 participants were included, 12 (50%) of whom were followed to completion. Mean pre-test
scores in Arm 1 (50%) were similar to Arm 2 (53%) (p=0.52). Both arms had improved test scores after the BEC
Course Arm 1 (74%) and Arm 2 (87%), (p=0.03). At 7-month follow-up, though with significant participant loss
to follow up, Arm 1 had a mean follow-up exam score of 66%, and Arm 2, 74%.
Discussion: Implementation of flipped classroom educational adjuncts for the WHO BEC course is feasible and
may improve healthcare worker learning in low resource settings. Our focus- group feedback suggest that the
course and adjuncts are user friendly and culturally appropriate.
Creator
Steven Straube, Julia Chang-Bullick, Paulina Nicholaus, Juma Mfinangab, Christian Rose, Taylor Nichols, Daniel Hackner, Shelby Murphy, Hendry Sawe, Andrea Tenner
Source
www.elsevier.com/locate/afjem
Publisher
afem
Date
24 November 2019
Contributor
peri irawan
Format
pdf
Language
english
Type
text
Files
Citation
Steven Straube, Julia Chang-Bullick, Paulina Nicholaus, Juma Mfinangab, Christian Rose, Taylor Nichols, Daniel Hackner, Shelby Murphy, Hendry Sawe, Andrea Tenner, “Jurnal Internasional Afrika vol. 10 issue 1 2020
African Journal of Emergency Medicine
Novel educational adjuncts for the World Health Organization Basic Emergency Care Course: A prospective cohort study,” Repository Horizon University Indonesia, accessed April 18, 2025, https://repository.horizon.ac.id/items/show/2416.
African Journal of Emergency Medicine
Novel educational adjuncts for the World Health Organization Basic Emergency Care Course: A prospective cohort study,” Repository Horizon University Indonesia, accessed April 18, 2025, https://repository.horizon.ac.id/items/show/2416.