Comparing the Effect of Flipped Teaching versus Multimedia-based Teaching on Postoperative Physical Activity in Patients Undergoing Open-Heart Surgery

Q3 Medicine

Evidence Based Care Journal Pub Date : 2020-07-01 DOI:10.22038/EBCJ.2020.46983.2280

G. Sadeghi, N. Zare, S. Amini, S. Mazlom

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引用次数: 0

Abstract

Background: Multimedia learning can be recommended for cardiopulmonary rehabilitation to reduce respiratory complications following open-heart surgery (OHS). Furthermore, flipped learning may reinforce the effects of education via further feedback. Aim: This study aimed to compare the effects of flipped teaching versus multimedia-based teaching on postoperative physical activity in patients undergoing OHS. Method: This controlled randomized clinical trial was conducted on a total of 60 patients admitted to an intensive care unit and a cardiac-surgical ward in northeastern Iran in 2019. In the multimedia learning group, a tutorial video was displayed three times a day at different stages, namely preoperation, 1-2 days after the surgery, and 2-3 days postsurgery. The flipped learning group was also subjected to the same tutorial with the potential to be displayed on smartphones. Then, the 6-Clicks instrument was completed to assess the basic mobility function. The data were analyzed in the IBM SPSS Statistics software (version 25) using the Mann-Whitney U and Friedman tests. Results: The groups were homogenous in terms of demographic characteristics. The mean duration of physical activity was not significantly different in the study groups at the preoperative stage (P=0.87), 2 days postoperation (P=0.09), and 5-6 days after surgery (P=0.10). Based on the inter-group comparison, the mean score of physical activity was significantly different between the groups receiving flipped (P<0.001) and multimedia (P<0.001) learning. Implications for Practice: The same as multimedia learning, flipped learning is able to improve physical activity in patients following OHS.

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比较翻转教学与多媒体教学对心内直视手术患者术后体育活动的影响

背景:多媒体学习可以推荐用于心肺康复，以减少心内直视手术(OHS)后的呼吸并发症。此外，翻转学习可以通过进一步的反馈来加强教育的效果。目的:本研究旨在比较翻转教学与多媒体教学对OHS患者术后身体活动的影响。方法:本对照随机临床试验对2019年在伊朗东北部重症监护病房和心外科病房住院的60例患者进行研究。多媒体学习组在术前、术后1-2天、术后2-3天的不同阶段，每天播放3次教学视频。翻转学习组也接受了同样的教程，并有可能在智能手机上显示。然后，完成6-Clicks仪器评估基本活动功能。数据在IBM SPSS统计软件(版本25)中使用Mann-Whitney U和Friedman检验进行分析。结果:两组在人口学特征上具有同质性。各组患者在术前(P=0.87)、术后2 d (P=0.09)、术后5 ~ 6 d (P=0.10)的平均体力活动时间差异无统计学意义。经组间比较，翻转学习组和多媒体学习组的体育活动平均分差异有统计学意义(P<0.001)。对实践的启示:与多媒体学习一样，翻转学习能够改善OHS患者的身体活动。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Evidence Based Care Journal Medicine-Health Policy

CiteScore

2.00

自引率

0.00%

发文量

审稿时长

12 weeks

期刊介绍： The Evidence Based Care Journal (EBCJ) is an international, peer reviewed, scientific journal that seeks to promote the development and exchange of knowledge that is directly relevant to all spheres of patient care. The primary aim is to promote a high standard of clinically related scholarship which advances and supports patient care in practice. The Journal also aims to promote the international exchange of ideas and experience that draws from the different cultures in which practice takes place. Further, EBCJ seeks to enrich insight into clinical needs and the implications for patient care intervention and models of service delivery. Emphasis is placed on clinical practicality of research findings and strength of study design. EBCJ is essential reading for anyone involved in healthcare professions, whether clinicians, researchers, educators, managers, policy makers, or students. Contributions are welcomed from other health professionals on issues that have a direct impact on patient care.