LAUSR

Dyspnea is a common emergency requiring urgent care, and a variety of factors may mislead emergency medical technicians (EMTs). Typically, EMT education uses traditional lectures with paper books. The effect of interactive eBooks on EMT learning has not been explored. This study aims to develop an interactive eBook in dyspnea assessment and management and to evaluate its learning effect. A quasi-experimental design with three repeated measures was used. A total of 117 EMTs were recruited and assigned to the experimental group (eBook, n = 56) and the comparison group (paper book, n = 61). Questionnaires were administered to both groups at three time points. The results show that both materials can improve cognition and that the interactive eBook has better effects than the paper book. The interactive eBook motivated EMT to learn more than the paper book, but motivation did not last for five weeks. The long-term effect of the interactive eBook on confidence compared to the paper book is significant. The eBook can include real cases, concept maps, videos, quizzes, and instant feedback to meet learner needs. Health educators could integrate technology and cognitive strategies into EMTs’ training curricula to improve their ability to provide better emergency medical services.