The Development of Gagne’s model with blended learning to improve achievements for emergency medical technician students in the topic mother and neonatal care in normal and emergency delivery

Abstract

This research aimed to: 1) develop learning course of Gagne’s model with Blended learning for Emergency medical technician students in the topics of mother and neonatal care in normal and Emergency delivery; 2) compare achievements of students’ learning; and 3) assess the satisfaction of learning in Gagne’ s model with Blended learning. The research design was divided into two phases: 1) model development; and 2) model validation of the Gagne’s model with Blended learning. The first phase used survey study and documentary analysis. In this phase, the samples included 4 Emergency medical technician instructors and 30 Emergency medical technician students in the academic year of 2017. The results of this phase found that the instructors mostly used “Lecture and Handout” as the major teaching materials for teaching. The second phase was model validation of the Gagne’s model with Blended learning, including two steps, step one: internal validation checked by 3 experts (content, curriculum & instruction and evaluation); and step two: external validation (index of Item objective (IOC)=0.75 and reliability=0.82) conducted by using action research in one group pre-posttest design. This phase was conducted in 30 students who enrolled in the first semester of the academic year of 2018 (September – December 2018). The research instruments included pre-posttest assessments and questionnaires. The statistics used in analysis were percentage, mean, standard deviation (S.D.) and Paired t-test. The results revealed that: 1) the development of Gagne’s model with Blended learning in the topic mother and neonatal care in normal and Emergency delivery consisted of five main learning components, including principle, objective, content, process of learning (divided into two steps: preparation of teaching and implementation of teaching covering 9 steps of Gagne’ s model) and evaluation; 2) learner’ s learning post-test achievements were greatly improved than pre-test indicated by mean difference 4.89 (95% CI: 4.33-5.46) and statistical significance (p<0.001); and 3). the students’ satisfaction of developed teaching course was at a high level.