Study methodology
trauma
Based on a post-positivist paradigm, this quantitative, experimental study compared two teaching techniques for their effectiveness. The hypotheses state that the blended approach will be non-inferior to the traditional approach in terms of skill performance, skill retention, student and teacher satisfaction and additionally will need less face-to-face teaching time compared to the traditional technique.The sample size was calculated based on previous skill performance score distributions of checklist ratings [The study population was made up of ETC candidates. Centres in England (Birmingham, Manchester, Stafford) and Belgium (Antwerp, Ghent) were selected for participation based on course availability, willingness to participate and researchers' travel duration. All candidates were contacted via email one month before their course. Prior exposure to any form of pelvic binder instructions was not counted as an exclusion criterion as the majority of ETC candidates work in trauma care and are expected to have had some exposure to pelvic binder application.The standard ETC Master Data File (MDF) on Microsoft Excel 2016 was used to randomly allocate participants to one of the two study groups. Participant information and consent forms kept details about the study hypotheses and teaching techniques confidential, blinding participants to these aspects. Instructors were manually assigned to the teaching sessions by a blinded course director. Double blinding was not possible due to the need for instructors to be informed about both teaching techniques to safeguard teaching consistency during the course.