Page 138 - JSOM Winter 2017

0.936–1.022), very close to the value 1. In the nursing stu- platform for both students and instructors, because it seems
dents group, 33 (53.2%) of the students reached the pretrain- to involve spending some time they considered “extra” or
ing score compared with 55 (98.2%) of students who reached unnecessary.
it after training (p < .05). The magnitude of effect of the inter-
vention was 1.043 (IQR, 0.96–1.134). Finally, in citizen/im- To save time on administrative issues in the training courses, it
mediate responder group, 30 (76.9%) of the students reached is proposed that the pretraining test be taken online to allow
the pretraining score compared with 40 (93%) of the students more time for the hands-on workshops. Many students did
who reached it after training (p < .05). The magnitude of effect not complete the pretraining test online, except in the nursing
of the interventionwas 3.625 (IQR, 0.203–64.59). students group; a more exhaustive follow-up has been carried
out of this group. Students who did not complete the pretrain-
Table 3 Effectiveness of the Intervention ing test online had to take the test via the traditional paper
Mean Test format on the same day as the training, which took time away
Group No. Score ±SD p Value from the workshops.
Citizens/immediate
responders .001 It also seems to be clear, given the time and resources invested
Pretraining 39 10.08 1.952 in the management of the platform and the training, that there
Post-training 39 11.13 1.361 must be someone at the administrative level in charge of the
Health professionals <.001 management of the subscriptions and the platform as well, as
Pretraining 55 10.25 1.808 to be in contact with the students.
Post-training 55 11.40 0.935
Nursing students <.001 Limitations
Although there were checklists for the evaluation of technical
Pretraining 56 8.57 1.925 skills, there was no possibility of using them, because there
Post-training 56 11.45 .807 was no availability of personnel and the time of the work-
Total sample <.001 shops would have had to be adjusted. As an improvement
Pretraining 150 9.58 2.034 measure, we propose including the technical skills checklist,
Post-training 150 11.35 1.023 which would guide the training strategy more effectively to
SD, standard deviation. improve the final results. We also strongly recommend im-
plementing a “final integrative practice/scenario” in which
A clear improvement between pre- and post-training test students can put into practice all concepts assimilated in a
scores was observed, with a mean of 11.35 points on the post- multiple casualty incident with simulated wounded and the
training test compared with 9.58 on the pretraining test (p subsequent debriefing.
< .001). Therefore, we conclude that the training clearly im-
proved the results and the students finished the training with Conclusion
more knowledge about the skills taught.
There was clear improvement in the knowledge of the students
Discussion in each group after the training. The most improvement was
seen in the citizen/immediate responder group, then in the
The evaluation of the effect of the training on the students nursing students group, and then in the health professionals
reflects the quality of the performed training. The three groups group; the finding in the latter group may be because of their
experienced a statistically significant improvement between higher basic health training, thus there was less change be-
pre- and post-training test scores. The impact of the measure tween pre- and post-training scores. Therefore, we conclude
was greater in citizen/immediate responder group (relative that the quality of the training performed is significant enough
risk, 3.6); this is logical, because this group did not have previ- to maintain the educational strategy as initially proposed.
ous health training. It is exactly for this group that the training
program makes sense. Acknowledgments
We thank Esperanza Vélez Vélez, RN, BcS, MSc, PhD.
Data for between 18% and 20% of students are not presented;
many of these students did not explain their absence from the Disclaimer
program, and this is an aspect to be reviewed for subsequent The opinions or assertions contained herein are the private
trainings. views of the authors and are not to be construed as official or
as reflecting the views of Grupo de Acción Rápida of the Span-
We analyzed the level of acceptance of the Moodle platform ish Guardia Civil, University Hospital 12 de Octubre, Univer-
where the teaching materials, pre- and post-training test, and sity Hospital Fundación Jiménez Díaz, or Pozuelo de Alarcón
satisfaction survey were located. It seems to be an unattractive Local Police Department.
Table 4 Measurement of the Effect or Magnitude of the Effect of the Intervention
AK Pretraining, AK Post-training,
Group no. (%) Lost, no. no. (%) Lost, no. p Value RR (95% CI)
Health professionals 47 (81) 5 55 (98.2) 7 .039 0.978 (0.936–1.022)
Nursing students 33 (53.2) 0 55 (98.2) 6 <.001 1.043 (0.96–1.134)
Citizens/immediate 30 (76.9) 9 40 (93) 5 .039 3.625 (0.203–64.59)
responders
AK, adequate knowledge; CI, confidence interval; RR, relative risk.

136 | JSOM Volume 17, Edition 4/Winter 2017