Open Access Kent State (OAKS)

First aid educators are increasingly experimenting with blending learning modalities, combining asynchronous internet based (e-learning) and traditional instructor led (face-to-face). This study seeks to validate the effectiveness of using e-learning followed by face-to-face learning in first aid education to improve laypersons’ knowledge, confidence, and willingness, compared to face-to-face only learning.

Method: 128 non-healthcare adult volunteers (laypeople) were randomly assigned to either a face-to-face (control, n=58) or a blended (experimental, n=70) British Red Cross Everyday First Aid course. The effectiveness of learning was measured through pre- and post-learning evaluation forms using 0-10 Likert scales and questions on first aid knowledge for both face-to-face and blended groups, and additionally, post-online (blended learners only).

Results: We found comparable results between face-to-face and blended learning for improving learner knowledge of first aid. Blended learners were found to have increased confidence and willingness than face-to-face learners.  In the blended cohort, knowledge appears to increase most during the online phase, but this is not mirrored for confidence or willingness.  

Discussion: Blended learning appears to be comparable to face-to-face only learning for first aid education for learner outcomes of knowledge, and superior for increasing confidence and willingness in the study sample. Providing an alternative learning modality can allow more flexibility for those providing and those joining first aid courses. An implication of this study is the potential for educators to offer different learning opportunities according to learner preference.

Recent discussions and research in psychology show a significant emphasis on reproducibility. Concerns for reproducibility pertain to methods as well as results. We evaluated the reporting of the electronic search methods used for systematic reviews (SR) published in psychology. Such reports are key for determining the reproducibility of electronic searches. The use of SR has been increasing in psychology, and we report on the status of reporting of electronic searches in recent SR in psychology.

We used 12 checklist items to evaluate reporting for basic electronic strategies. Kappa results for those items developed from evidence-based recommendations ranged from fair to almost perfect. Additionally, using a set of those items to represent a “PRISMA” type of recommended reporting showed that only one of the 25 randomly selected psychology SR from 2009-2012 reported recommended information for all items in the set, and none of the 25 psychology SR from 2014-2016 did so. Using a second less stringent set of items found that only 36% of the psychology SR reported basic information that supports confidence in the reproducibility of electronic searches. Similar results were found for a set of psychology SR published in 2017.

An area for improvements in SR in psychology involves fuller and clearer reporting of the steps used for electronic searches in SR. Such improvements will provide a strong basis for confidence in the reproducibility of searches. That confidence, in turn, can strengthen reader confidence more generally in the results and conclusions reached in SR in psychology.

Background and Aims: We wanted to test whether introducing an additional Naloxone component into overdose education would affect the willingness and confidence of a potential overdose witness to intervene effectively. A further aim was to test the potential of education to reduce barriers to administering Naloxone and barriers to calling 999 (UK Emergency services).

Methods: We used quantitative methods to gather and analyze data from both control (overdose education, n=15) and experimental (overdose and Naloxone education, n=57) participants, facilitated by educators in the North West of England and London, for opioid users (n=5), former users (n=19), carers/support workers (n=29), family members (n=31) or friends (n=12) (multiple response item). We measured self-reported confidence and willingness of participants using evaluation forms with Likert scales, and knowledge using open-ended questions. We ran a focus group with educators about delivery, teaching and/or working with this study population as learners

Results: Both the controlled and the experimental sessions increased participants’ confidence to use first aid skills, specific confidence in an overdose situation and willingness to act. The educators reported low levels of learner literacy, which may have affected the reliability of the data gathered. The sessions the benefits of a flexible, workshop-style session, peer-to-peer support.

Conclusion: Introducing a Naloxone component to first aid education targeting potential witnesses of an opioid overdose situation does not seem to negatively impact on learners’ confidence or willingness to act, though the methodological challenges of this study limits the conclusiveness of this statement. Overdose or Naloxone education should employ a flexible format that is tailored to the needs of the learners and encourage peer-to-peer support.