[[alternative]]The Effects of Interactive E-Book Supplementary Materials for Dyspnea Assessment and Management among Emergency Medical Technicians

[[abstract]]背景： 維持呼吸道通暢與穩定是救護技術員必備之急症評估與處置能力。呼吸困難是緊急救護常見案例，夾雜病理、生理及心理的多重因素表現，容易誤導救護技術員判斷。因訓練時數有限、授課內容與實際救護情境不符、個人認知程度差異及現場環境干擾，影響所學知能於救護現場的運用、緊急救護品質及人員的自信心，故優化緊急救護訓練課程與教學是當務之急。目的： 發展救護技術員「呼吸困難評估與處置」課程之互動式電子書輔助教材，並評量教材介入後，救護技術員之學習成效。方法： 採用類實驗研究設計，雙組重複測量方法，立意取樣實驗組56名、對照組61名。於「呼吸困難評估與處置」課室教學後，提供輔助教材介入，實驗組為互動式電子書、對照組為紙本教科書，兩組於教學前、後一週、後五週接受問卷調查，工具包含：基本資料、呼吸困難評估與處置之學習動機量表、認知量表、自信心程度量表及學習滿意度量表。結果： 實驗介入前，兩組之人口學與知識具同質性；輔助教材介入後，在學習動機（p=.048）、認知（p <.001）、自信心（p=.008）及學習滿意度（p <.001）方面，實驗組均優於對照組。互動式電子書能提供新奇、有趣且接近真實救護情境的學習環境；運用互動式教材、動態圖/影片、概念圖及案例教學設計，有助學習者的理解與知識存留。結論與建議： 互動式電子書能促進救護技術員的自主學習，提升其學習動機、認知、自信心及滿意度，教學者應考量學習者之特性與需求，持續改善課程教材，可參考本研究之互動式電子書設計，將科技與認知策略融入救護技術員之教育訓練。[[abstract]]BackgroundMaintaining airway patency and stability is an essential ability for emergency assessment and treatment on emergency medical technicians (EMT). Dyspnea is a common symptom for emergency cases, with various pathological, physiological, and psychological factors which may mislead the judgment of EMT. Due to the limited training time, the discrepancies between training contents and real emergency care conditions, individual cognitive differences, and the environmental disturbance, all these factors may affect the quality of practice and EMT’s self-confidence. Therefore, optimizing emergency medical courses and instruction is urgent.PurposeThe purposes of this study are to develop the interactive e-book of dyspnea assessment and treatment and to evaluate EMT’s learning effectiveness. MethodThe study used a quasi-experimental design with two-group repeated measurement, purposively assigned 56 EMTs to the experimental group, and 61 EMTs to the control group. After the classroom instruction of dyspnea assessment and treatment, the experimental group received the interactive e-book while the control group received the textbook as supplementary materials. A questionnaire was delivered to both groups before the class, a week later, and five weeks after the class. The research tools consist of demographic information, dyspnea assessment and treatment learning motivation scale, cognition scale, self-confidence scale, and learning satisfaction scale.ResultBoth groups are homogeneous in demographics and knowledge before the intervention. After the intervention, the experimental group has a higher score than the control group in learning motivation (p=.048), cognition (p <.001), self-confidence (p=.008) and learning satisfaction (p <.001). The interactive e-book can provide learners with a novel, interesting and close to the real rescue environment. Using interactive teaching materials with dynamic pictures/films, concept maps, and case-based teaching design can help comprehension and retention in learners. Conclusion and SuggestionsThe interactive e-book can facilitate EMT’s self-learning and enhance their learning motivation, cognition, self-confidence, and learning satisfaction. The educators should continually improve teaching materials based on learners’ characteristics and needs. Teachers can integrate technology and cognitive strategies to EMT training