Impact of Non-Face-to-Face Teaching with Passive Training on Personal Protective Equipment Use in Health Science Students: A Randomized Controlled Trial
, María Encarnación Aguilar-Ferrándiz 2,3, Ana Alejandra Esteban-Burgos 1,2, Rosa María Tapia Haro 2,3, Antonio Casas-Barragán 2,3, Almudena Velando-Soriano 4, Rocío Gil-Gutiérrez 1,2,* and María Correa-Rodríguez 1,2Round 1
Reviewer 1 Report
The MS presents a study comparing two efficacy of two different teaching conditions: face-to- face with active training vs. non face-to-face with passive training. The results are quite interesting showing some differences in the practical skills acquired and also in a few self-reports. Hence I suggest publication, pending improving the Discussion
First, please discuss also the not significant results: in which aspects online teaching does not differ from face-to-face? (at least for this specific teaching)
Secondly: which are the underlying mechanisms? Enthusiasm? Self-efficacy? The possibility to socialize with teachers and peers?...more?
Suggested references
Frenzel, A. C., Taxer, J. L., Schwab, C., & Kuhbandner, C. (2019). Independent and joint effects of teacher enthusiasm and motivation on student motivation and experiences: A field experiment. Motivation and Emotion, 43(2), 255-265.
Liew, T. W., Tan, S. M., Tan, T. M., & Kew, S. N. (2020). Does speaker’s voice enthusiasm affect social cue, cognitive load and transfer in multimedia learning?. Information and Learning Sciences.
Moè, A. (2016). Does displayed enthusiasm favour recall, intrinsic motivation and time estimation?. Cognition and Emotion, 30(7), 1361-1369.
Moè, A., Frenzel, A. C., Au, L., & Taxer, J. L. (2021). Displayed enthusiasm attracts attention and improves recall. British Journal of Educational Psychology, 91(3), 911-927.
Third. Please add as a limitation also having considered a sample of health science students: cannot know if the same effects will generalize to other domains and degrees.
I wish the AA the best with their research
Author Response
Please see the attachment
Author Response File: 
Author Response.pdf
Reviewer 2 Report
Dear Authors,
The study uses a randomized controlled trial to analyze non-face-to-face teaching with passive training on personal protective equipment use in health science students; there is some advice below,
1. Please address the study’s samples.
2. Please clarify the study on how to randomize the different groups.
3. Figure 1. The study protocol, for more contribution, suggests authors clarify the flowchart of four phases (enrollment, allocation, intervention, follow-up, and data analysis) of a parallel randomized trial of two groups (in a controlled trial, one of the interventions serves as the control).
4.The study is not a new issue; please discuss the below-published papers,
Jen, H. J., Chou, K. R., & Chang, C. Y. (2022). Fostering Nursing Staff Competence in Personal Protective Equipment Education during COVID-19: A Mobile-Video Online Learning Approach. International journal of environmental research and public health, 19(15), 9238.
Hoedl, M., Eglseer, D., & Bauer, S. (2021). Associations between personal protective equipment and nursing staff stress during the COVID‐19 pandemic. Journal of Nursing Management, 29(8), 2374-2382.
Yeon, J. H., & Shin, Y. S. (2020). Effects of education on the use of personal protective equipment for reduction of contamination: a randomized trial. SAGE Open Nursing, 6, 2377960820940621.
Thank you.
Author Response
Please see the attachment
Author Response File: Author Response.pdf
Round 2
Reviewer 2 Report
DEAR Authors,
The revised manuscript is much better, and I have no new issues.
Thank you.
