EVALUATING A BLENDED-LEARNING MODEL IN TRAUMA EDUCATION: A NON-INFERIORITY STUDY OF THE DUTCH HYBRID DSATC COURSE marly.iskander@radboudumc.nl

433-06

EVALUATING A BLENDED-LEARNING MODEL IN TRAUMA EDUCATION: A NON-INFERIORITY STUDY OF THE DUTCH HYBRID DSATC COURSE

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Netherlands

Oral only

The Definitive Surgical and Anaesthetic Trauma Care (DSATC) course enhances healthcare professionals’ ability to manage polytrauma patients. In 2020, the course shifted from a traditional three-day, face-to-face format to a two-day blended-learning model combining asynchronous online preparation with in-person training. This study evaluates the impact of the blended-learning format on participants’ self-assessed confidence in technical and non-technical skills.

This retrospective non-inferiority study compared confidence gains in skills between participants of the traditional and blended-learning DSATC courses. Quantitative pre- and post-course questionnaires measured self-assessed confidence. Mean changes in confidence were analysed with independent samples t-tests using a non-inferiority margin of -0.5. Subgroup analyses explored differences by professional role, physician seniority, and the effects of individual preparation on baseline confidence. Annual course evaluations provided participant feedback.

In total, 180 (21%) participants completed the pre-course and one-day post-course questionnaires. The cohorts differed significantly by sex (p=0.021), profession (p=0.048) and physician experience (p=0.025). Both formats significantly improved confidence, with the blended-learning course demonstrating non-inferior improvements in technical (MD 0.06, 95%-CI [-0.14;0.26]) and non-technical skills (MD 0.09, 95%-CI [-0.09;0.26]). However, non-technical confidence declined after preparation in the blended-learning cohort (MD -0.21, p=0.042). Feedback revealed varied perceptions of course relevance related to professional background.

The blended-learning format is non-inferior to the traditional model in enhancing DSATC participants’ confidence. The decline in confidence after preparation may reflect increased awareness of learning needs, fostering self-directed learning. These findings support tailoring trauma education to diverse professional groups and encourage further research into blended-learning models in multidisciplinary trauma training.