1
|
Fleet SE, Sideridis G, Wolbrink T. Knowledge assessment tool for pediatric parenteral nutrition: A validation study. JPEN J Parenter Enteral Nutr 2024. [PMID: 39345223 DOI: 10.1002/jpen.2690] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2024] [Revised: 09/09/2024] [Accepted: 09/11/2024] [Indexed: 10/01/2024]
Abstract
BACKGROUND Parenteral nutrition (PN) is a high-risk medication, and its prescription and administration requires extensive training. Difficulties inherent with bedside teaching have made teaching these concepts challenging. Currently, no knowledge assessment tools with validity evidence exist to test the effectiveness of new PN teaching interventions. We sought to develop and provide validity evidence for a pediatric PN knowledge test to measure the effectiveness of future teaching interventions. METHODS We created a multiple-choice question knowledge assessment tool that underwent content validation by PN experts and was emailed to potential participants. We evaluated the knowledge assessment tool for factorial validity, internal consistency reliability, and discriminant validity. RESULTS We enrolled 103 medical students (40%), residents and fellow trainees (55%), and attending physicians (5%) into the study between October 2021 and October 2022. Five of the 30 questions performed poorly based on their nonsignificant contribution to the primary aim of assessing pediatric PN knowledge. Following the exclusion of those questions, the knowledge assessment tool demonstrated an acceptable model fit, and the root mean squared error of approximation was <5%. The omega coefficient was 0.829, indicating acceptable levels of reliability, and using an analysis of variance test (ANOVA) demonstrated significant differences between groups, showing good discrimination between levels of experience (F[2, 80] = 39.002; P < 0.001). CONCLUSION We have developed and provided validity evidence for a multiple-choice question knowledge test that may be used by educators and programs to evaluate knowledge of pediatric PN in physicians and trainees.
Collapse
Affiliation(s)
- Sarah E Fleet
- Division of Gastroenterology, Hepatology, and Nutrition, Department of Pediatrics, Boston Children's Hospital, Boston, Massachusetts, USA
- Department of Pediatrics, Harvard Medical School, Boston, Massachusetts, USA
| | - Georgios Sideridis
- Department of Pediatrics, Harvard Medical School, Boston, Massachusetts, USA
- Institutional Centers for Clinical and Translational Research, Boston Children's Hospital, Boston, Massachusetts, USA
| | - Traci Wolbrink
- Department of Anesthesiology, Critical Care, and Pain Medicine, Boston Children's Hospital, Boston, Massachusetts, USA
- Department of Anaesthesia, Harvard Medical School, Boston, Massachusetts, USA
| |
Collapse
|
2
|
Perception of E-Resources on the Learning Process among Students in the College of Health Sciences in King Saud University, Saudi Arabia, during the (COVID-19) Outbreak. Healthcare (Basel) 2021; 10:healthcare10010040. [PMID: 35052204 PMCID: PMC8775198 DOI: 10.3390/healthcare10010040] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2021] [Revised: 12/20/2021] [Accepted: 12/24/2021] [Indexed: 12/04/2022] Open
Abstract
Aim: to assess the impact of e-learning through different e-resources among health sciences students. Methodology: A cross-sectional design was conducted among health science students (n = 211; 134 female and 77 male) at King Saud University, Saudi Arabia. The data was collected using a previously used structured questionnaire to assess the impact of e-resources on learning. Results: The four most frequently used e-resources were: Zoom (38%), YouTube (31%), Google applications (29%), and Blackboard (27%). More than one-third of the students (35%) reportedly used e-resources for three or more hours daily. The majority of the students (55.9%) recognized a gender-related and age-related difference among faculty members in terms of e-resources usage. The majority of the students (58.2%) believe that online resources recommended by faculty members were credible. The majority of students believed that their academic performance was primarily influenced by these features of the e-resources: organization/logic of the content (64.5%), the credibility of the video (64.5%), and up to date “look and feel” of the video (60.6%). The study identified the most frequently used e-resources, gender, and age-related differences in faculty members’ use of e-resources, students’ overwhelming reliance on faculty feedback regarding the credibility of e-resources, and three most important characteristics (organization, credibility, and updated status) of e-resources. Conclusion: e-learning resources had a significant impact on participating students’ education as they were used very frequently during their health sciences’ courses.
Collapse
|
3
|
Funakoshi H, Matsumura Y, Maruhashi T, Ishida K, Funabiki T. Difference in postcourse knowledge and confidence between Web-based and on-site training courses on resuscitative endovascular balloon occlusion of the aorta. Acute Med Surg 2021; 8:e707. [PMID: 34760279 PMCID: PMC8565800 DOI: 10.1002/ams2.707] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Revised: 10/09/2021] [Accepted: 10/21/2021] [Indexed: 12/05/2022] Open
Abstract
Aim Effective courses are essential for highly invasive procedures such as resuscitative endovascular balloon occlusion of the aorta. However, the coronavirus disease pandemic has forced the postponement of on‐site educational courses due to transmission concerns. Few studies have examined the effectiveness of Web‐based education in highly invasive procedures. To address this knowledge gap, this study aimed to investigate whether knowledge acquisition and confidence after the Web‐based course are different from those acquired after the on‐site course, using pre‐ and postcourse test scores. Methods The increase in scores before and after the course was compared between the on‐site and Web‐based courses. The questions reflected knowledge about seven different topics in the course modules. In addition, participants were asked about their self‐rated confidence about three topics before and after the course. Results Thirty learners completed the on‐site course, and 21 learners completed the Web‐based course. Forty‐seven learners completed both the precourse and postcourse tests. In both courses, the difference between the precourse and postcourse test scores showed a statistically significant increase in knowledge (on‐site course: increased score, 1.8; 95% confidence interval, 0.8 to 2.8; Web‐based course: increased score, 1.6, 95% confidence interval, 0.5 to 2.5). However, the difference was not statistically significant in the self‐rated confidence scores about “sheath and catheter removal” among learners of the Web‐based course. Conclusion Knowledge increased significantly in both the on‐site and Web‐based courses. However, the Web‐based course might not be sufficient to give learners confidence in the procedures.
Collapse
Affiliation(s)
- Hiraku Funakoshi
- Department of Emergency and Critical Care Medicine Tokyobay Urayasu Ichikawa Medical Center Urayasu Japan.,Department of Interventional Radiology Tokyobay Urayasu Ichikawa Medical Center Urayasu Japan
| | - Yosuke Matsumura
- Department of Critical Care Medicine Chiba Emergency Medical Center Chiba Japan
| | - Takaaki Maruhashi
- Department of Emergency and Critical Care Medicine Kitasato University School of Medicine Sagamihara Japan
| | - Kenichiro Ishida
- Department of Acute Medicine and Critical Care Medical Center Osaka National Hospital Osaka Japan
| | - Tomohiro Funabiki
- Department of Emergency Medicine Fujita Health University Hospital Toyoake Japan
| | | |
Collapse
|
4
|
Gaudin M, Tanguy G, Plagne M, Saussac A, Hansmann Y, Jaulhac B, Kelly M, Ouchchane L, Lesens O. E-learning versus face-to-face training: Comparison of two learning methods for Lyme borreliosis. Infect Dis Now 2021; 52:18-22. [PMID: 34768016 DOI: 10.1016/j.idnow.2021.11.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2021] [Revised: 09/21/2021] [Accepted: 11/04/2021] [Indexed: 11/28/2022]
Abstract
OBJECTIVES To compare two learning methods for Lyme disease (e-learning versus face-to-face training) to assess knowledge and know-how. METHODS The study population was volunteer general medicine residents and family physicians (FP). Face-to-face training on Lyme disease was offered to each group. E-learning training was then offered to those who had not attended the face-to-face training. Theoretical knowledge was assessed by an identical pre- and post-test questionnaire and know-how by a script concordance test. RESULTS Seventy learners (47 FPs and 23 general medicine residents) were included in the face-to-face training group and 61 (33 FPs and 28 general medicine residents) in the e-learning group. The pre- and post-test scores were significantly improved in the FP group (difference of 29.3±1.9 [P<0.0001] out of 100) as well as in the general medicine resident group (difference of 38.2±2.7 [P<0.0001] out of 100). E-learning was more effective than face-to-face training, particularly among general medicine residents (progression of mean difference of 44.3±3.4/100 vs. 30.9±4.0/100; P=0.0138) and to a lesser extent among FPs (progression of 25.3±2.3/100 vs. 31.9±2.7/100; P=0.0757). Forty-six script concordance tests were completed by FPs and 20 by general medicine residents. Script concordance test results did not seem significant between the subgroups. CONCLUSIONS E-learning seems to be a good alternative to face-to-face training for Lyme disease. It seems to be more effective than face-to-face training for the acquisition of theoretical knowledge. The script concordance test evaluation of know-how did not show any difference between the two learning methods.
Collapse
Affiliation(s)
- M Gaudin
- Infectious and Tropical Diseases Department, Clermont-Ferrand University Hospital Center, Reference Center for Osteoarticular Infections, Regional Reference Center for Tick-Based Vector Diseases, Genome and Environment Microorganisms Laboratory, Clermont Auvergne University, Clermont-Ferrand, France
| | - G Tanguy
- Research Unit ACCePPT self-medication, multi-professional support for patients, Clermont Auvergne University, Clermont-Ferrand, France
| | - M Plagne
- Infectious and Tropical Diseases Department, Clermont-Ferrand University Hospital Center, Reference Center for Osteoarticular Infections, Regional Reference Center for Tick-Based Vector Diseases, Genome and Environment Microorganisms Laboratory, Clermont Auvergne University, Clermont-Ferrand, France
| | - A Saussac
- Infectious and Tropical Diseases Department, Clermont-Ferrand University Hospital Center, Reference Center for Osteoarticular Infections, Regional Reference Center for Tick-Based Vector Diseases, Genome and Environment Microorganisms Laboratory, Clermont Auvergne University, Clermont-Ferrand, France
| | - Y Hansmann
- Service des Maladies Infectieuses, Hôpitaux Universitaires de Strasbourg, Unistra, Strasbourg, France
| | - B Jaulhac
- Service des Maladies Infectieuses, Hôpitaux Universitaires de Strasbourg, Unistra, Strasbourg, France
| | - M Kelly
- Medical Microbiologist and Infectious Diseases Specialist, Centre Universitaire de Santé de l'Estrie, Hôpital de Granby, Québec, Canada
| | - L Ouchchane
- Biostatistics Unit, Department of Public Health, Clermont-Ferrand University Hospital, Clermont-Ferrand, France
| | - O Lesens
- Infectious and Tropical Diseases Department, Clermont-Ferrand University Hospital Center, Reference Center for Osteoarticular Infections, Regional Reference Center for Tick-Based Vector Diseases, Genome and Environment Microorganisms Laboratory, Clermont Auvergne University, Clermont-Ferrand, France.
| | | |
Collapse
|
5
|
Chan AKM, Botelho MG, Lam OLT. An exploration of student access to a learning management system-challenges and recommendations for educators and researchers. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:846-855. [PMID: 33470506 DOI: 10.1111/eje.12664] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/24/2020] [Revised: 09/08/2020] [Accepted: 01/07/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION This study examined student access to online resources of a faculty's learning management system (LMS). Issues relating to current e-learning resources usage were identified and formed the basis for recommendations to help assist stakeholders in teaching, learning and research. METHODS Learning analytics from four cohorts of undergraduate dental students were extracted from the database of a LMS spanning between 2012 and 2016. Individual datasets were combined into one master file, re-categorised, filtered and analysed based on cohort, year of study, course and nature of online resource. RESULTS A total of 157,293 access events were documented. The proportion of administrative to learning data varied across cohorts, with oldest cohort having the highest ratio (82:18) in their final year and most recent cohort having a ratio of 33:67 in their 4th year demonstrating a higher proportion to learning. Seven Learning domains were identified in the access data: access to problem-based learning resources was the highest and next was fixed prosthodontics videos. The prosthodontics discipline had the highest access across the curriculum while some others had very limited or even no learning access events. CONCLUSION A number of limitations have been identified with the analytics and learning resources in this LMS and engagement with learning resource provision. More detailed data capture of access use and unique identifiers to resources as well as keyword tagging of the resources are required to allow accurate mapping and support of students learning. Moreover, motivation or nudging of students behaviour to more actively engage with learning content needs exploration.
Collapse
Affiliation(s)
- Albert K M Chan
- Prosthodontics, Faculty of Dentistry, The University of Hong Kong, Hong Kong, China
| | - Michael G Botelho
- Prosthodontics, Faculty of Dentistry, The University of Hong Kong, Hong Kong, China
| | - Otto L T Lam
- Prosthodontics, Faculty of Dentistry, The University of Hong Kong, Hong Kong, China
| |
Collapse
|
6
|
Use of Flipped Classroom and Screen-Based Simulation for Interdisciplinary Critical Care Fellow Teaching of Electroencephalogram Interpretation. Neurocrit Care 2021; 33:298-302. [PMID: 32424536 DOI: 10.1007/s12028-020-00985-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
|
7
|
Chan AKM, Botelho MG, Lam OLT. The relation of online learning analytics, approaches to learning and academic achievement in a clinical skills course. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:442-450. [PMID: 33185309 DOI: 10.1111/eje.12619] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2020] [Revised: 09/24/2020] [Accepted: 09/26/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION This study examined relationships of students' access of e-learning (learning analytics) for a healthcare psychomotor skills course, approaches to learning (R-SPQ-2F psychometric) and academic achievement (summative examination results). An understanding of the relationships may help in supporting students learning. METHODS Two consecutive cohorts of 5th year dental students were asked to complete the R-SPQ-2F questionnaire and permission to access data of online videos and associated quizzes and two summative written examination results were examined. The summative assessments were an OSCA and a written-paper question both in prosthodontics. Multiple linear regression and correlation analysis were performed. RESULTS Students (n=98) performed a total of 10470 video access events and 7714 attempts in online quizzes. Deep learning approach was the strongest predictor variable (β=0.270; P=.004) on written-paper question result. While video and quiz access were moderately correlated (r=0.600; P<.001) to each other, video access was not a significant predictor to either of the examination results. Quiz access was negatively associated with academic achievement for the written-paper question results (β=-0.349; P<.001). CONCLUSIONS Only deep approach to learning appeared to be relevant for the written-paper question examination grades. Conversely, the number of video and quiz access did not relate to either examination results. This suggests e-learning access and examinations do not appear to relate under the conditions explored. Other attributes of learning management access may need to be explored to determine if access to learning management systems may be useful in offering remedial support to students.
Collapse
Affiliation(s)
- Albert K M Chan
- Prosthodontics, Faculty of Dentistry, The University of Hong Kong, Hong Kong, China
| | - Michael G Botelho
- Prosthodontics, Faculty of Dentistry, The University of Hong Kong, Hong Kong, China
| | - Otto L T Lam
- Prosthodontics, Faculty of Dentistry, The University of Hong Kong, Hong Kong, China
| |
Collapse
|
8
|
Poleto T, Silva MM, Clemente TRN, de Gusmão APH, Araújo APDB, Costa APCS. A Risk Assessment Framework Proposal Based on Bow-Tie Analysis for Medical Image Diagnosis Sharing within Telemedicine. SENSORS 2021; 21:s21072426. [PMID: 33915932 PMCID: PMC8037815 DOI: 10.3390/s21072426] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/09/2020] [Revised: 01/05/2021] [Accepted: 01/11/2021] [Indexed: 01/07/2023]
Abstract
The purpose of this paper is to propose a framework for cybersecurity risk management in telemedicine. The framework, which uses a bow-tie approach for medical image diagnosis sharing, allows the identification, analysis, and assessment of risks, considering the ISO/TS 13131:2014 recommendations. The bow-tie method combines fault tree analysis (FTA) and event tree analysis (ETA). The literature review supported the identification of the main causes and forms of control associated with cybersecurity risks in telemedicine. The main finding of this paper is that it is possible, through a structured model, to manage risks and avoid losses for everyone involved in the process of exchanging medical image information through telemedicine services. Through the framework, those responsible for the telemedicine services can identify potential risks in cybersecurity and act preventively, recognizing the causes even as, in a mitigating way, identifying viable controls and prioritizing investments. Despite the existence of many studies on cybersecurity, the paper provides theoretical contributions to studies on cybersecurity risks and features a new methodological approach, which incorporates both causes and consequences of the incident scenario.
Collapse
Affiliation(s)
- Thiago Poleto
- Department of Business Administration, Federal University of Pará, Belém 66075-110, Brazil
- Correspondence:
| | - Maisa Mendonça Silva
- Department of Management Engineering, Universidade Federal de Pernambuco, Recife 50670-901, Brazil; (M.M.S.); (A.P.d.B.A.); (A.P.C.S.C.)
| | | | | | - Ana Paula de Barros Araújo
- Department of Management Engineering, Universidade Federal de Pernambuco, Recife 50670-901, Brazil; (M.M.S.); (A.P.d.B.A.); (A.P.C.S.C.)
| | - Ana Paula Cabral Seixas Costa
- Department of Management Engineering, Universidade Federal de Pernambuco, Recife 50670-901, Brazil; (M.M.S.); (A.P.d.B.A.); (A.P.C.S.C.)
| |
Collapse
|
9
|
Kushairi N, Ahmi A. Flipped classroom in the second decade of the Millenia: a Bibliometrics analysis with Lotka's law. EDUCATION AND INFORMATION TECHNOLOGIES 2021; 26:4401-4431. [PMID: 33686330 PMCID: PMC7929902 DOI: 10.1007/s10639-021-10457-8] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/07/2020] [Accepted: 02/01/2021] [Indexed: 05/27/2023]
Abstract
This paper aims to examine the current dynamics of the flipped classroom studies and to propose a direction for future research for the field. Using a bibliometric approach, we observe a sample of 1557 documents from the Scopus database to identify research activity on the flipped classroom. The keywords "flipped classroom" and "flipped learning" have been executed in the search query. We presented the earlier stage of research in the flipped classroom, the subsequent trends, publications status based on source title, country and institution and examined citations pattern of the publication. We also discuss the themes based on the occurrences and terms of the keywords, title and abstract of the documents. This paper also predicts the future study in the flipped classroom using Lotka's law. We found that the pattern distribution of the author's contribution fits with the law. We conclude by suggesting a few potential research directions on the flipped classroom. Research on flipped classroom focuses on approaches, strategies and effectiveness perceived by practitioners and learners with relatively less attention on author's contribution and the prediction on their future and sustainable contribution and networking in guaranteeing the survival and expansion of flipped classroom approach for the coming decades.
Collapse
Affiliation(s)
- Norliza Kushairi
- School of Education, Universiti Utara Malaysia, 06010 UUM Sintok, Kedah Malaysia
| | - Aidi Ahmi
- Tunku Puteri Intan Safinaz School of Accountancy, Universiti Utara Malaysia, 06010 UUM Sintok, Kedah Malaysia
| |
Collapse
|
10
|
[Hospital paramedic. An interprofessional blended learning concept to qualify paramedics and medical personnel for deployment in intensive care units and emergency departments during the COVID-19 pandemic]. Anaesthesist 2020; 70:13-22. [PMID: 33034683 PMCID: PMC7545376 DOI: 10.1007/s00101-020-00873-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2020] [Revised: 09/02/2020] [Accepted: 09/23/2020] [Indexed: 11/18/2022]
Abstract
Hintergrund Die COVID-19-Pandemie machte eine zeitkritische Erweiterung der personellen Intensiv- und Notaufnahmekapazitäten notwendig. Ziel der Arbeit Diese Arbeit schildert erste Ergebnisse eines Blended-Learning-Konzepts zur Qualifikation von Rettungsdienst- und medizinischem Personal in intensivmedizinischen Maßnahmen zur Zeit der COVID-19-Pandemie. Material und Methoden Interprofessionell erfolgte die Entwicklung und Umsetzung eines 2‑stufigen Blended-Learning-Konzepts (Stufe 1: E‑Learning mit Onlinetutorials, Stufe 2: Praxiseinsatz) in 3 Modulen (Intensivstation, Notaufnahme, innerklinische Notfallmedizin) zur Weiterqualifikation in intensivmedizinischen und -pflegerischen Maßnahmen. Erfasst wurden Einsatzort, durchgeführte Maßnahmen, subjektive Kenntnisstandbewertung der definierten Maßnahmen vor und nach Abschluss der Weiterqualifikation anhand einer 4‑stufigen Likert-Skala, Bewertung der Einsetzbarkeit im Rahmen der COVID-19-Pandemie sowohl durch die Teilnehmenden als auch Praxisanleitenden bzw. supervidierenden Ärzte. Ergebnisse Nach 6 Wochen hatten 63 % der 92 angemeldeten Teilnehmenden den Onlinekurs und 29 % zusätzlich ihren Praxiseinsatz (Intensivstation bzw. Notaufnahme) abgeschlossen. Auf Intensivstationen assistierten sie u. a. bei der Vorbereitung von Katheteranlagen, Medikamenten, pflegerischen Tätigkeiten, in Notaufnahmen bei der Triage und der Erstversorgung. Nach Abschluss fühlten sich die Kliniksanitäter signifikant sicherer bei einem Krankenhauseinsatz, der Assistenz der ZVK-Anlage sowie der Tracheostomapflege (p < 0,05). Alle Teilnehmenden willigten ein, im Rahmen der COVID-19-Pandemie zu unterstützen. Die Praxisanleitungen bewerteten die Teilnehmenden in 94 % als einsetzbar. Diskussion Blended-Learning-Konzepte können zeitkritisch medizinisch vorgebildetes Personal für den Einsatz in kritischen Krankenhausbereichen qualifizieren, Pflegekräfte entlasten und für eine personelle Erweiterung der Intensivkapazitäten freisetzen. Die aktuellen Empfehlungen und zukünftigen Pandemiepläne sollten diesbezüglich erweitert werden.
Collapse
|
11
|
Brady AK, Pradhan D. Learning without Borders: Asynchronous and Distance Learning in the Age of COVID-19 and Beyond. ATS Sch 2020; 1:233-242. [PMID: 33870291 PMCID: PMC8043318 DOI: 10.34197/ats-scholar.2020-0046ps] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2020] [Accepted: 06/30/2020] [Indexed: 02/06/2023] Open
Abstract
The coronavirus disease (COVID-19) pandemic has disrupted not only clinical care but also medical education. Physical distancing and shift rearrangements for both trainees and faculty have led to abrupt cancelation of many in-person didactics. These have been replaced by distance learning options, which include both synchronous and asynchronous curricula. Unfortunately, many medical educators have been forced to quickly create distance-learning options for trainees with little prior experience. In this perspective, we review the evidence base for distance learning and discuss practical considerations for transitioning traditional in-person curricula to distance platforms. We review technical aspects of distance learning as well as educational principles essential for success. The goal is for medical educators to optimize distance learning not just during this COVID-19 pandemic but beyond this crisis as well.
Collapse
Affiliation(s)
- Anna K. Brady
- Division of Pulmonary and Critical Care Medicine, Oregon Health & Science University, Portland, Oregon; and
| | - Deepak Pradhan
- Division of Pulmonary, Critical Care, and Sleep Medicine, New York University Grossman School of Medicine, New York, New York
| |
Collapse
|
12
|
|
13
|
Wolbrink TA, Rubin L, Burns JP, Markovitz B. The Top Ten Websites in Critical Care Medicine Education Today. J Intensive Care Med 2018. [PMID: 29519206 DOI: 10.1177/0885066618759287] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
INTRODUCTION: The number of websites for the critical care provider is rapidly growing, including websites that are part of the Free Open Access Med(ical ed)ucation (FOAM) movement. With this rapidly expanding number of websites, critical appraisal is needed to identify quality websites. The last major review of critical care websites was published in 2011, and thus a new review of the websites relevant to the critical care clinician is necessary. METHODS: A new assessment tool for evaluating critical care medicine education websites, the Critical Care Medical Education Website Quality Evaluation Tool (CCMEWQET), was modified from existing tools. A PubMed and Startpage search from 2007 to 2017 was conducted to identify websites relevant to critical care medicine education. These websites were scored based on the CCMEWQET. RESULTS: Ninety-seven websites relevant for critical care medicine education were identified and scored, and the top ten websites were described in detail. Common types of resources available on these websites included blog posts, podcasts, videos, online journal clubs, and interactive components such as quizzes. Almost one quarter of websites (n = 22) classified themselves as FOAM websites. The top ten websites most often included an editorial process, high-quality and appropriately attributed graphics and multimedia, scored much higher for comprehensiveness and ease of access, and included opportunities for interactive learning. CONCLUSION: Many excellent online resources for critical care medicine education currently exist, and the number is likely to continue to increase. Opportunities for improvement in many websites include more active engagement of learners, upgrading navigation abilities, incorporating an editorial process, and providing appropriate attribution for graphics and media.
Collapse
Affiliation(s)
- Traci A Wolbrink
- 1 Department of Anesthesiology, Critical Care and Pain Medicine, Boston Children's Hospital, Boston, MA, USA.,2 Department of Anaesthesia, Harvard Medical School, Boston, MA, USA
| | - Lucy Rubin
- 1 Department of Anesthesiology, Critical Care and Pain Medicine, Boston Children's Hospital, Boston, MA, USA.,3 Tufts University School of Medicine, Boston, MA, USA
| | - Jeffrey P Burns
- 1 Department of Anesthesiology, Critical Care and Pain Medicine, Boston Children's Hospital, Boston, MA, USA.,2 Department of Anaesthesia, Harvard Medical School, Boston, MA, USA
| | - Barry Markovitz
- 4 Department of Pediatrics, Children's Hospital Los Angeles, University of Southern California Keck School of Medicine, Los Angeles, CA, USA.,5 Department of Anesthesiology Critical Care Medicine, Children's Hospital Los Angeles, University of Southern California Keck School of Medicine, Los Angeles, CA, USA
| |
Collapse
|
14
|
Shah NH, Bhansali P, Barber A, Toner K, Kahn M, MacLean M, Kadden M, Sestokas J, Agrawal D. Children With Medical Complexity: A Web-Based Multimedia Curriculum Assessing Pediatric Residents Across North America. Acad Pediatr 2018; 18:79-85. [PMID: 28843486 DOI: 10.1016/j.acap.2017.08.008] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/19/2017] [Revised: 08/08/2017] [Accepted: 08/15/2017] [Indexed: 11/16/2022]
Abstract
OBJECTIVE No standardized curricula exist for training residents in the special needs of children with medical complexity. We assessed resident satisfaction, knowledge, and behavior after implementing a novel online curriculum composed of multimedia modules on care of children with medical complexity utilizing virtual simulation. METHODS We conducted a randomized controlled trial of residents across North America. A Web-based curriculum of 6 self-paced, interactive, multimedia modules was developed. Readings for each topic served as the control curriculum. Residents were randomized to 1 of 2 groups, each completing 3 modules and 3 sets of readings that were mutually exclusive. Outcomes included resident scores on satisfaction, knowledge-based assessments, and virtual simulation activities. RESULTS Four hundred forty-two residents from 56 training programs enrolled in the curriculum, 229 of whom completed it and were included in the analysis. Subjects were more likely to report comfort with all topics if they reviewed modules compared to readings (P ≤ .01 for all 6 topics). Posttest knowledge scores were significantly higher than pretest scores overall (mean increase in score 17.7%; 95% confidence interval 16.0, 19.4), and the mean pre-post score increase for modules was significantly higher than readings (20.9% vs 15.4%, P < .001). Mean scores on the verbal handoff virtual simulation increased by 1.1 points (95% confidence interval 0.2, 2.0, P = .02). There were no significant differences found in pre-post performance for the device-related emergency virtual simulation. CONCLUSIONS There was high satisfaction, significant knowledge acquisition, and specific behavior change after participating in this innovative online curriculum. This is the first multisite, randomized trial assessing satisfaction, knowledge impact, and behavior change in a virtually simulated environment with pediatric trainees.
Collapse
Affiliation(s)
- Neha H Shah
- Division of Hospitalist Medicine, Children's National Medical Center, Washington, DC.
| | - Priti Bhansali
- Division of Hospitalist Medicine, Children's National Medical Center, Washington, DC
| | - Aisha Barber
- Division of Hospitalist Medicine, Children's National Medical Center, Washington, DC
| | - Keri Toner
- Pediatric Residency Program, Children's National Medical Center, Washington, DC
| | - Michael Kahn
- School of Medicine and Health Sciences, The George Washington University, Washington, DC
| | - Meaghan MacLean
- Pediatric Residency Program, British Columbia Children's Hospital, University of British Columbia, Vancouver, British Columbia, Canada
| | - Micah Kadden
- Pediatric Residency Program, Children's National Medical Center, Washington, DC
| | - Jeffrey Sestokas
- Office of Graduate Medical Education, Children's National Medical Center, Washington, DC
| | - Dewesh Agrawal
- Pediatric Residency Program, Children's National Medical Center, Washington, DC
| |
Collapse
|
15
|
Abstract
In January 2005, PEMFellows.com was created to unify fellows in pediatric emergency medicine. Since then, the website has expanded, contracted, and focused to adapt to the interests of the pediatric emergency medicine practitioner during the internet boom. This review details the innovation of the PEMNetwork, from the inception of the initial website and its evolution into a needs-based, user-directed educational hub. Barriers and enablers to success are detailed with unique examples from descriptive analysis and metrics of PEMNetwork web traffic as well as examples from other online medical communities and digital education websites.
Collapse
|
16
|
DeBonis K, Blair TR, Payne ST, Wigan K, Kim S. Viability of a Web-Based Module for Teaching Electrocardiogram Reading Skills to Psychiatry Residents: Learning Outcomes and Trainee Interest. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2015; 39:645-648. [PMID: 25391493 DOI: 10.1007/s40596-014-0249-x] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/20/2014] [Accepted: 10/27/2014] [Indexed: 06/04/2023]
Abstract
OBJECTIVE Web-based instruction in post-graduate psychiatry training has shown comparable effectiveness to in-person instruction, but few topics have been addressed in this format. This study sought to evaluate the viability of a web-based curriculum in teaching electrocardiogram (EKG) reading skills to psychiatry residents. Interest in receiving educational materials in this format was also assessed. METHODS A web-based curriculum of 41 slides, including eight pre-test and eight post-test questions with emphasis on cardiac complications of psychotropic medications, was made available to all psychiatry residents via email. RESULTS Out of 57 residents, 30 initiated and 22 completed the module. Mean improvement from pre-test to post-test was 25 %, and all 22 completing participants indicated interest in future web-based instruction. CONCLUSIONS This pilot study suggests that web-based instruction is feasible and under-utilized as a means of teaching psychiatry residents. Potential uses of web-based instruction, such as tracking learning outcomes or patient care longitudinally, are also discussed.
Collapse
Affiliation(s)
- Katrina DeBonis
- David Geffen School of Medicine, University of California, Los Angeles, CA, USA
| | - Thomas R Blair
- David Geffen School of Medicine, University of California, Los Angeles, CA, USA.
| | - Samuel T Payne
- David Geffen School of Medicine, University of California, Los Angeles, CA, USA
| | - Katherine Wigan
- David Geffen School of Medicine, University of California, Los Angeles, CA, USA
| | - Sara Kim
- School of Medicine, University of Washington, Seattle, WA, USA
| |
Collapse
|
17
|
Kobewka D, Backman C, Hendry P, Hamstra SJ, Suh KN, Code C, Forster AJ. The feasibility of e-learning as a quality improvement tool. J Eval Clin Pract 2014; 20:606-10. [PMID: 24828785 DOI: 10.1111/jep.12169] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 04/07/2014] [Indexed: 11/30/2022]
Abstract
RATIONAL, AIMS AND OBJECTIVES Many quality problems exist in health care. We aim to investigate the feasibility and acceptability of using e-learning (defined as computer-based learning modules) to address gaps in quality of care. METHODS We performed a qualitative evaluation of participants in a pilot e-learning program. Physician members of six medical teaching units (MTUs) at a multi-site tertiary care teaching hospital were asked to complete two e-learning modules addressing hand hygiene practices and management of community-acquired pneumonia (CAP). An e-learning design team created online modules that were made available to members of the six MTUs for 4 weeks using a password secured website. Use of the modules was voluntary. Participants' perceptions of module content, mode of delivery, and suggestions for improvement were determined through focus groups. We then performed content analysis on the transcripts. We used system data to define patterns of module access. RESULTS Out of 55 eligible users, 30 (55%) logged onto the system at least once. Residents (14/30, 47%) were less likely to use the system than medical students (9/14, 64%) and attending staff (7/11, 64%). Learners at all levels thought the modules were easy to use. Participants liked the knowledge-based material in the CAP module because it directly applied to their work. There were less favourable opinions of the hand hygiene module CONCLUSIONS Generating e-learning modules targeted at gaps in quality of care is feasible and acceptable to learners. Future studies should assess whether these approaches lead to desired changes in behavior.
Collapse
Affiliation(s)
- Daniel Kobewka
- Department of Medicine, Faculty of Medicine, University of Ottawa, Ottawa, Canada
| | | | | | | | | | | | | |
Collapse
|
18
|
Chang TP, Pham PK, Sobolewski B, Doughty CB, Jamal N, Kwan KY, Little K, Brenkert TE, Mathison DJ. Pediatric emergency medicine asynchronous e-learning: a multicenter randomized controlled Solomon four-group study. Acad Emerg Med 2014; 21:912-9. [PMID: 25154469 DOI: 10.1111/acem.12434] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2014] [Revised: 03/21/2014] [Accepted: 03/30/2014] [Indexed: 11/29/2022]
Abstract
OBJECTIVES Asynchronous e-learning allows for targeted teaching, particularly advantageous when bedside and didactic education is insufficient. An asynchronous e-learning curriculum has not been studied across multiple centers in the context of a clinical rotation. We hypothesize that an asynchronous e-learning curriculum during the pediatric emergency medicine (EM) rotation improves medical knowledge among residents and students across multiple participating centers. METHODS Trainees on pediatric EM rotations at four large pediatric centers from 2012 to 2013 were randomized in a Solomon four-group design. The experimental arms received an asynchronous e-learning curriculum consisting of nine Web-based, interactive, peer-reviewed Flash/HTML5 modules. Postrotation testing and in-training examination (ITE) scores quantified improvements in knowledge. A 2 × 2 analysis of covariance (ANCOVA) tested interaction and main effects, and Pearson's correlation tested associations between module usage, scores, and ITE scores. RESULTS A total of 256 of 458 participants completed all study elements; 104 had access to asynchronous e-learning modules, and 152 were controls who used the current education standards. No pretest sensitization was found (p = 0.75). Use of asynchronous e-learning modules was associated with an improvement in posttest scores (p < 0.001), from a mean score of 18.45 (95% confidence interval [CI] = 17.92 to 18.98) to 21.30 (95% CI = 20.69 to 21.91), a large effect (partial η(2) = 0.19). Posttest scores correlated with ITE scores (r(2) = 0.14, p < 0.001) among pediatric residents. CONCLUSIONS Asynchronous e-learning is an effective educational tool to improve knowledge in a clinical rotation. Web-based asynchronous e-learning is a promising modality to standardize education among multiple institutions with common curricula, particularly in clinical rotations where scheduling difficulties, seasonality, and variable experiences limit in-hospital learning.
Collapse
Affiliation(s)
- Todd P. Chang
- Division of Emergency Medicine and Transport; Children's Hospital Los Angeles; Los Angeles CA
- University of Southern California Keck School of Medicine; Los Angeles CA
| | - Phung K. Pham
- Division of Emergency Medicine and Transport; Children's Hospital Los Angeles; Los Angeles CA
| | - Brad Sobolewski
- Division of Emergency Medicine at Cincinnati Children's Hospital and Medical Center; Cincinnati OH
- University of Cincinnati; Cincinnati OH
| | - Cara B. Doughty
- Division of Emergency Medicine at Texas Children' Hospital; Houston TX
- Baylor College of Medicine; Houston TX
| | - Nazreen Jamal
- Division of Emergency Medicine and Trauma Center at Children's National Medical Center and George Washington University; Washington DC
| | - Karen Y. Kwan
- Division of Emergency Medicine and Transport; Children's Hospital Los Angeles; Los Angeles CA
- University of Southern California Keck School of Medicine; Los Angeles CA
| | - Kim Little
- Division of Emergency Medicine at Texas Children' Hospital; Houston TX
- Baylor College of Medicine; Houston TX
| | - Timothy E. Brenkert
- Division of Emergency Medicine at Cincinnati Children's Hospital and Medical Center; Cincinnati OH
- University of Cincinnati; Cincinnati OH
| | - David J. Mathison
- Division of Emergency Medicine and Trauma Center at Children's National Medical Center and George Washington University; Washington DC
| |
Collapse
|
19
|
Roberts LW. My email-48 hours. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2014; 38:373-375. [PMID: 24696131 DOI: 10.1007/s40596-014-0117-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/18/2014] [Accepted: 03/20/2014] [Indexed: 06/03/2023]
|
20
|
Short SS, Lin AC, Merianos DJ, Burke RV, Upperman JS. Smartphones, trainees, and mobile education: implications for graduate medical education. J Grad Med Educ 2014; 6:199-202. [PMID: 24949119 PMCID: PMC4054714 DOI: 10.4300/jgme-d-13-00238.1] [Citation(s) in RCA: 32] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
|
21
|
Pourmand A, Tanski M, Davis S, Shokoohi H, Lucas R, Zaver F. Educational technology improves ECG interpretation of acute myocardial infarction among medical students and emergency medicine residents. West J Emerg Med 2014; 16:133-7. [PMID: 25671022 PMCID: PMC4307697 DOI: 10.5811/westjem.2014.12.23706] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2014] [Revised: 11/10/2014] [Accepted: 12/10/2014] [Indexed: 11/11/2022] Open
Abstract
INTRODUCTION Asynchronous online training has become an increasingly popular educational format in the new era of technology-based professional development. We sought to evaluate the impact of an online asynchronous training module on the ability of medical students and emergency medicine (EM) residents to detect electrocardiogram (ECG) abnormalities of an acute myocardial infarction (AMI). METHODS We developed an online ECG training and testing module on AMI, with emphasis on recognizing ST elevation myocardial infarction (MI) and early activation of cardiac catheterization resources. Study participants included senior medical students and EM residents at all post-graduate levels rotating in our emergency department (ED). Participants were given a baseline set of ECGs for interpretation. This was followed by a brief interactive online training module on normal ECGs as well as abnormal ECGs representing an acute MI. Participants then underwent a post-test with a set of ECGs in which they had to interpret and decide appropriate intervention including catheterization lab activation. RESULTS 148 students and 35 EM residents participated in this training in the 2012-2013 academic year. Students and EM residents showed significant improvements in recognizing ECG abnormalities after taking the asynchronous online training module. The mean score on the testing module for students improved from 5.9 (95% CI [5.7-6.1]) to 7.3 (95% CI [7.1-7.5]), with a mean difference of 1.4 (95% CI [1.12-1.68]) (p<0.0001). The mean score for residents improved significantly from 6.5 (95% CI [6.2-6.9]) to 7.8 (95% CI [7.4-8.2]) (p<0.0001). CONCLUSION An online interactive module of training improved the ability of medical students and EM residents to correctly recognize the ECG evidence of an acute MI.
Collapse
Affiliation(s)
- Ali Pourmand
- George Washington University, Department of Emergency Medicine, Washington, District of Columbia
| | - Mary Tanski
- Oregon Health & Science University, Portland, Oregon
| | - Steven Davis
- George Washington University, Department of Emergency Medicine, Washington, District of Columbia
| | - Hamid Shokoohi
- George Washington University, Department of Emergency Medicine, Washington, District of Columbia
| | - Raymond Lucas
- George Washington University, Department of Emergency Medicine, Washington, District of Columbia
| | - Fareen Zaver
- George Washington University, Department of Emergency Medicine, Washington, District of Columbia
| |
Collapse
|
22
|
Labeau SO. Is there a place for e-learning in infection prevention? Aust Crit Care 2013; 26:167-72. [PMID: 24183831 DOI: 10.1016/j.aucc.2013.10.002] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2012] [Revised: 10/03/2013] [Accepted: 10/04/2013] [Indexed: 11/19/2022] Open
Abstract
BACKGROUND In the last few decades, e-learning, a method which integrates information technology and the learning process by using materials delivered through the internet, has become widely used in educational initiatives for healthcare professionals. PURPOSE To evaluate whether there is a place for e-learning in the field of infection prevention. METHODS Non-comprehensive review of the literature. FINDINGS E-learning courses in the field of infection prevention and control are still scarce, often restricted to local initiatives and not specifically directed toward critical care providers. Although methodological flaws and potential biases hamper the generalizability of results from some currently available studies, findings related to both learners' satisfaction and effectiveness suggest that e-learning might prove an effective educational tool for the (continuing) education of healthcare providers. Further investigations, including research pertaining to the cost-effectiveness of e-learning, are required to provide a better insight in these issues. CONCLUSION Further research is required to determine the (cost)effectiveness of e-learning in general, and in the field of infection prevention and control in particular. Current insights suggest that e-learning should be based Web 2.0 technologies to address a wide range of learning styles and to optimize interactivity. As a gap in the literature was detected with respect to e-learning modules on infection prevention and control which are specifically oriented toward critical care providers, it can be recommended to promote the development and subsequent assessment of such tools that meet high-quality standards.
Collapse
Affiliation(s)
- Sonia O Labeau
- Faculty of Education, Health and Social Work, University College Ghent, Ghent, Belgium.
| |
Collapse
|