JMIR Publications

ABSTRACT

Background:

The COVID-19 pandemic has brought attention to the importance of correctly using personal protective equipment (PPE). Doffing is a critical phase which increases the risk of contamination of healthcare workers. Even though a gamified electronic learning (e-learning) module has been shown to increase adequate choice of PPE in prehospital personnel, it failed to enhance knowledge regarding donning and doffing sequences. Adding other training modalities such as face-to-face training to these e-learning tools is therefore necessary to increase prehospital staff proficiency and thus help reduce the risk of contamination.

Objective:

Our aim is to assess the impact of Peyton's 4-step approach in addition to a gamified e-learning module for teaching the PPE doffing sequence to first-year paramedic students.

Methods:

Participants will first follow a gamified e-learning module before being randomized into one of two groups. In the control group, participants will be asked to perform a PPE doffing sequence which will be video recorded to allow for subsequent assessment. In the experimental group, participants will first undergo face-to-face training performed by third-year students using Peyton’s 4-step approach before performing the doffing sequence, which will also be video recorded. All participants will then be asked to reconstruct the doffing sequence on an online platform. The recorded sequences will be assessed independently by two investigators, one of whom is a prehospital emergency medicine expert, the other assessor being an infection prevention and control specialist. The assessors will be blinded as to group allocation. Four to eight weeks after this first intervention, all participants will be asked to record the doffing sequence once again for subsequent skill retention assessment and to reconstruct the sequence on the same online platform to assess knowledge retention. Finally, participants belonging to the control group will follow face-to-face training.

Results:

The study protocol has been presented to the regional ethics committee (Req-2020-01340), which issued a declaration of no objection as such projects do not fall within the scope of the Swiss federal law on human research. Study sessions are scheduled in January and February 2021 in Geneva, and in April and June 2021 in Bern.

Conclusions:

This study should help to determine whether face-to-face training using Peyton’s 4-step approach improves the application and knowledge retention of a complex procedure when combined with an e-learning module. Clinical Trial: International Registered Report Identifier (IRRID):