Face-to-face teaching
trauma
Step 1 for both groups was a real-time demonstration of pelvic binder application during a simulated trauma scenario, aligning with the concept of contextual learning [Steps 2–4 for the control group involved a detailed explanation, followed by candidates guiding each other through the application with corrective feedback from the instructor and further time to practice.The research group, having completed steps 2 and 3 online, immediately performed step 4 with corrective feedback from the instructor and practice time.Instructors measured the time required to teach pelvic binder application. The control group's time covered steps 2 to 4, while the research group's time only included step 4. Step 4 was deemed complete when candidates felt competent to perform the skill. Although the control group had more steps, the effectiveness of the online module in preparing the research group was uncertain, possibly leading to a much longer step 4 for the research group due to more corrections and questions.