Comparison of E-Learning and Face-to-Face Learning in Cardiopulmonary Exercise Test Training

Comparison of E-Learning and Face-to-Face Learning in Cardiopulmonary Exercise Test Training: Randomized Controlled Study

The main purpose of this study is to compare the effect of teaching Cardiopulmonary Exercise Test (CPET) via e-learning and face-to-face to doctors receiving postgraduate medical education (PGME).

Study Overview

• Status: Not yet recruiting
• Conditions: Learning; Exercise Test
• Intervention / Treatment: Other: e-learning; Other: face to face learning

Detailed Description

CPET is the most objective and valuable test for the cardiopulmonary rehabilitation (CPR) program to be planned for back-up for patients with cardiopulmonary diseases.

CPET is performed in a small number of centers in Turkey, in Physical Medicine and Rehabilitation (PTR) Units. Depending on the equipment available during specialty training, not all specialty students can access this training.

CPET is the first test performed for planning cardiopulmonary rehabilitation (CPR). According to the results, an appropriate CPR plan is made for the patient.

CPET indications, contraindications, application of the test, evaluation of the test with patient samples, and appropriate interventions for complications that may develop during the test are important.

It is important that all specialist students have access to this training. The aim of this study is; To evaluate the impact of e-learning with PGME and to reach all specialist students in the future, if necessary, based on the results.

The focus of this study is to examine the changes in doctors' success levels, motivations, distance education attitudes, cognitive flexibility and anxiety levels, especially in the pre- and post-training periods, and to compare these changes with face-to-face training.

• Study Type: Interventional
• Enrollment (Estimated): 50
• Phase: Not Applicable

Contacts and Locations

• Study Contact: Name: HAVVA TALAY ÇALIŞ, Prof; Phone Number: 05326874541; Email: htalaycalis@yahoo.com
• Study Contact Backup: Name: Hasan Kara, MD; Phone Number: 00905552592665; Email: hasankara@erciyes.edu.tr

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Child; Adult; Older Adult
• Accepts Healthy Volunteers: No

Description

Inclusion Criteria:

• Those who gave consent,
• Graduates of the Faculty of Medicine and currently receiving specialist training,
• Those who can do what the training requires during the training period (participating in live classes, answering scales, etc.)

Exclusion Criteria:

• Those who cannot attend the training program regularly
• In addition, those who cannot attend more than 4 classes with or without an excuse will be excluded from the study.

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Other
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: None (Open Label)

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: Group 1; e-learning	Other: e-learning; CPET (Cardiopulmonary exercise test) e-learning application The content, planning and design of 4 lessons are as follows: Introduction and CPET Fundamentals:; Respiratory function tests; Field Field Tests and CPET Results; Problems and examples; Other Names: e- education
Active Comparator: Group 2; face to face learning	Other: face to face learning; CPET (Cardiopulmonary exercise test) face to face education. The content, planning and design of 4 lessons are as follows: Contents: Introduction and CPET Fundamentals:; Respiratory function tests; Field Field Tests and CPET Results; Problems and examples; Other Names: face to face education

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Open-Ended Achievement Test	Open-Ended Achievement Test: It is used to measure doctors' knowledge and skill levels on CPET. It will be prepared by the trainers for each lesson.	at baseline, After the training is completed (at the 4. week)
Adult Motivation Scale	Used to evaluate doctors' motivation towards the training process. The purpose of the scale is to determine the motivation levels and orientations of adults. It consists of two factors and 21 items in total. In the analyzes conducted for the reliability of the scale, the Cronbach Alpha reliability coefficient was found to be 0.94. This value shows that the scale has high internal consistency.	at baseline, After the training is completed (at the 4. week)
Distance Education Attitude Scale in Lifelong Learning	It is used to measure doctors' attitudes towards distance education. "Distance Education Attitude Scale in Lifelong Learning" is designed to evaluate attitudes towards distance education.	at baseline, After the training is completed (at the 4. week)
Cognitive Flexibility Scale	Used to evaluate doctors' ability to solve problems, adapt and respond to different situations. The Cognitive Flexibility Scale (CFS) is used to measure how individuals adapt their behavior to new and unexpected situations occurring in their environment. CFS was developed by Dennis and Vander Wall and adapted into Turkish. CFs is a self-report type assessment tool with a total of 20 items, consisting of 'alternatives' and 'control' subscales. Cronbach's alpha value of the Alternatives subscale at the first and last measurement was .91. Cronbach's alpha values of the control subscale are .86 in the first measurement and .84 in the last measurement.	at baseline, After the training is completed (at the 4. week)
State and Trait Anxiety Scale	It is used to measure the momentary and continuous anxiety states of doctors during the training process. This scale is used to evaluate individuals' momentary and persistent anxiety states. State Anxiety and Trait Anxiety. There are 20 items in the state anxiety scale. There are 20 more items in the trait anxiety scale. There are 40 items in the scale in total. Kuder-Richardson reliability of the inventory was .83 to .87 for the Trait Anxiety Subscale; For the State Anxiety Subscale, it was found to be between .94 and .96. Item reliability correlations were .34 to .72 for the Trait Anxiety Subscale; For the State Anxiety Subscale, the range between .42 and .85 indicates that the Turkish translated items are reliable. The test-retest reliability rates of the inventory are .71 to .86 for the Trait Anxiety Subscale; For the State Anxiety Subscale, it is between .26 and .68 and is considered sufficient.	at baseline, After the training is completed (at the 4. week)

Collaborators and Investigators

• Sponsor: Kayseri City Hospital
• Collaborators: TC Erciyes University
• Investigators: Study Director: HAVVA TALAY ÇALIŞ, Health Sciences University, Kayseri Medical Faculty

Study record dates

Study Major Dates

• Study Start (Estimated): March 22, 2024
• Primary Completion (Estimated): June 15, 2024
• Study Completion (Estimated): August 15, 2024

Study Registration Dates

• First Submitted: March 13, 2024
• First Submitted That Met QC Criteria: March 18, 2024
• First Posted (Actual): March 26, 2024

Study Record Updates

• Last Update Posted (Actual): March 26, 2024
• Last Update Submitted That Met QC Criteria: March 18, 2024
• Last Verified: March 1, 2024

More Information

Terms related to this study

• Keywords: E-Learning; Face-to-Face Learning; Cardiopulmonary Exercise Test Training
• Other Study ID Numbers: e learning pgme/cpet

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No