Face-to-face Training

INTRODUCTION: Today, cardiopulmonary resuscitation (CPR) training is highly important to save the lives of people in need of CPR by those present at the scene, and it is useful to study new training tools in this field. This study aimed to determine and compare the effect of basic CPR face-to-face and electronic training on the self-efficacy of high school students. METHODS: This randomized controlled field trial study was conducted on second-grade high school students in Tabas, Iran, referring to high schools by an announced call. The samples (n=62) were randomly selected and divided into two groups of e-learning and face-to-face training (n=31 each). Both groups completed the Basic Resuscitation Skills Self-Efficacy Scale at the baseline and 1 week and 2 months after the training intervention. The collected data were analyzed in SPSS software (version 20) using statistical measures of mean and standard deviation and statistical tests of t-test, Chi-square, and repeated measures analysis of variance. FINDINGS: The results showed that both e-learning and face-to-face training methods significantly increased the self-efficacy of high school students in CPR in 1 week and 2 months after training. In addition, a significant difference was observed between the two methods regarding the mean score of basic CPR self-efficacy 1 week after the intervention (P<0.001). CONCLUSION: Considering the benefits of e-learning on students' CPR learning, this method should be used seriously for basic CPR self-efficacy training.

Purpose: The covid-19 pandemic caused many and extensive changes and transformations in educational teaching. Considering the importance of students' academic achievement, the aim of this study was to comparison the effectiveness of Bybee's teaching method as face-to-face and non-face-to-face on the academic achievement of mail students of the first secondary school in the conditions of the Covid-19 pandemic. Methodology: This study was a semi-experimental with a pretest and posttest design with a control group. The research population was male students of the first secondary school in Zahedan city in the academic years 2019-2020. The sample size was 45 people (15 people for each group) who were selected by cluster sampling method and each of the clusters randomly by lottery replaced in three groups (two experimental groups and one control group). Each of the experimental groups was trained with Bybee's teaching method as face-to-face and non-face-to-face and during this time the control group was trained with the traditional method. The data were collected with Pham and Taylor's academic achievement questionnaire (1999), which whose validity was confirmed by the opinion of experts and its reliability was calculated by Cronbach's alpha method 0.92 and analyzed by methods of univariate analysis of covariance and Bonferroni post hoc test in SPSS software. Findings: The findings indicated that there was a significant difference between the experimental and control groups in terms of academic achievement. In the other words, Bybee's teaching method as a both face-to-face and non-face-to-face in compared to the control group caused a significant increase in the academic achievement of mail students of the first secondary school (P<0.001), but between the experimental groups means Bybee's teaching method as face-to-face and non-face-to-face there was no significant difference in increasing academic achievement (P>0.05). Conclusion: According to the results of this study mean effectiveness of both Bybee's teaching method as face-to-face and non-face-to-face on students' academic achievement and the lack of significant differences between them, to improve academic achievement can be used both Bybee's teaching method as face-to-face and non-face-to-face along with other effective teaching methods.