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The objective of this research was to evaluate the results of the Maritime and Aquatic Life Support (MALS) curricula. The samples consisted of 328 learners, 10 instructors and 15 supervisors, obtained by simple random sampling in proportion to 15 departments’ population who completed MALS courses in 2017 and 2018. The tools used to collect data were a questionnaire for learners (an IOC of 0.70 - 1) and an in-depth interview for the instructors and supervisors. The consistency index between the questions and the objectives was 0.80 - 1 The data was analyzed by descriptive statistics.
The results showed that after the training, more than half of the learners had no opportunity to practice in real situation because they were still students in the Basic Course Water Resuscitation and Rescue Group (51.4%) and the Aquatic Resuscitation and Resuscitation Group for Health Care Provider Course (62.5%). Knowledge and implementation, compared before and after MALS training, increased 89.9% of knowledge in the B-MALS group and 94.2% in the MALS-HCP group. Confidence in post-course performance in both groups was 50%.
The samples gave the following information: all course topics on 1. prevention 2. water rescuing 3. taking care of sick patients after getting out of the water and 4. transport and referral, were equally important. There must be relevant and continuous knowledge in chains, then they can save lives safely and efficiently. However, one may weigh each of these topics differently according to his/her occupation and organization.
Recommendations from the research were: The qualifications for the participants of the B-MALS and MALS-HCP courses should be clearly defined. The training courses should be learner-centered. Instructional management must be consistent with actual practice. Finally, we should increase teachers' potential and improve training courses continuously.
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