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Fig. 1 | Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine

Fig. 1

From: From tradition to innovation: a comparison of the traditional 4-step approach versus a blended learning modification for technical skills teaching

Fig. 1

Study design. Two groups received skills training for pelvic binder application; a face-to-face 4-step approach for the control group and a blended modification for the research group. Both groups were assessed for their performance immediately after the teaching session and 2 days later (retention). Further outcome measurements were the time needed for teaching and learner/teacher satisfaction

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Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine

ISSN: 1757-7241