Self-Directed Learning and Feedback with Blended Training in Paediatric Emergencies

Introduction Newly qualified medical practitioners (interns) need to be competent in paediatric emergencies. Compromised patient safety and burnout result from sub-optimal training. The utilisation of blended teaching programmes is particularly beneficial where human resources are constrained. Evidence of the impact of blended teaching on self-directed learning (SDL) and feedback is required . Objective of the study To determine perceptions of SDL and feedback amongst interns exposed to blended teaching. Methods A prospective mixed-methods study utilised a validated Assessment Experience Questionnaire (AEQ) to measure perceptions of SDL and feedback among separate cohorts of interns from 202 to 2022 in South Africa (SA). All cohorts were trained in paediatric emergencies with online components and practical skills training. The last cohort included a traditional face-to-face lecture. The first cohort had no face-to-face feedback. A comparative descriptive analysis using independent sample t-tests was conducted to determine differences in AEQ scores between cohorts. Thematic analysis was used to analyse open-ended responses. Results Of the 153 respondents, 54.4% were males, the mean age was 25 years, and 9.7% were foreign-trained. Perceptions of the amount and distribution of study effort and learning, reflecting SDL, were positive across all cohorts. Median scores for study effort, learning, and feedback did not improve with traditional face-to-face lectures. The median scores for perceptions of the quantity and timing of feedback received were significantly higher for face-to-face feedback, p = 0.031. Increased autonomy and flexibility were identified as common positive themes, and the lack of individualised feedback was viewed as the most common negative theme. Conclusion Using blended training that includes technology-enhanced learning in resource-constrained contexts to train in paediatric emergencies is feasible, stimulates SDL, and, when coupled with face-to-face feedback, should replace traditional lectures. However, perceptions of inadequate feedback often occur when there is no face-to-face interaction. Didactic lectures do not improve SDL or feedback.