Different studies show that mixed methodology can be effective in medical training.
However, there are no conclusive studies in specialist training on advanced life support (ALS).
The main objective of this research is to determine if, with mixed didactic methodology, which
includes e-learning, similar results are produced to face-to-face training. The method used was
quasi-experimental with a focus on efficiency and evaluation at seven months, in which 114 specialist
doctors participated and where the analysis of the sociodemographic and pre-test variables points to
the homogeneity of the groups. The intervention consisted of e-learning training plus face-to-face
workshops versus standard. The results were the performance in knowledge and technical skills
in cardiac arrest scenarios, the perceived quality, and the perception of the training. There were
no significant differences in immediate or deferred performance. In the degree of satisfaction,
a significant difference was obtained in favour of the face-to-face group. The perception in the training
itself presented similar results. The main limitations consisted of sample volume, dropping out
of the deferred tests, and not evaluating the transfer or the impact. Finally, mixed methodology
including e-learning in ALS courses reduced the duration of the face-to-face sessions and allowed a
similar performance.