Using a Web-Based Platform as an Alternative for Conducting International, Multidisciplinary Medical Conferences During the Novel COVID-19 Pandemic: Analysis of a Conference

A Diving Accident Checklist in Izu Peninsula can be Associated with Some Pitfalls

Objectives

We retrospectively investigated the degree of completion of the checklist during or immediately after diving accident, who were transported by a physician-staffed helicopter emergency medical service (HEMS).

Methods

From May 2016 to December 2020, we conducted a retrospective the diving accident checklist review of all patients with diving accident, who were transported by HEMS. If all questions of the diving accident checklist were answered, full marks were 40 points. Subjects were divided into two groups: the Arrest group, which included subjects who became cardiac arrest in prehospital setting, and the Control group.

Results

A total of 86 patients with diving accident were transported by the HEMS. Among these patients, there were 16 subjects in the Arrest group and 70 in the Control group. Average total score in the Arrest group were significantly smaller than those in the Control group.

Conclusions

Degree of completion of the diving accident checklist in cases with cardiac arrest was low in comparison with cases without cardiac arrest. To improve this, further approach based on several remedies will be required in the future.

Learner engagement and teaching effectiveness in livestreamed versus in-person CME

INTRODUCTION

Engaging learners in continuing medical education (CME) is challenging. Recently, CME courses have transitioned to livestreamed CME, with learners viewing live, in-person courses online. The authors aimed to (1) compare learner engagement and teaching effectiveness in livestreamed with in-person CME and (2) determine how livestream engagement and teaching effectiveness is associated with (A) interactivity metrics, (B) presentation characteristics and (C) medical knowledge.

METHODS

A 3-year, non-randomised study of in-person and livestream CME was performed. The course was in-person for 2018 but transitioned to livestream for 2020 and 2021. Learners completed the Learner Engagement Inventory and Teaching Effectiveness Instrument after each presentation. Both instruments were supported by content, internal structure and relations to other variables' validity evidence. Interactivity metrics included learner use of audience response, questions asked by learners and presentation views. Presentation characteristics included presentations using audience response, using pre/post-test format, time of day and words per slide. Medical knowledge was assessed by audience response. A repeated measures analysis of variance (anova) was used for comparisons and a mixed model approach for correlations.

RESULTS

A total of 159 learners (response rate 27%) completed questionnaires. Engagement did not significantly differ between in-person or livestream CME. (4.56 versus 4.53, p = 0.64, maximum 5 = highly engaged). However, teacher effectiveness scores were higher for in-person compared with livestream (4.77 versus 4.71 p = 0.01, maximum 5 = highly effective). For livestreamed courses, learner engagement was associated with presentation characteristics, including presentation using of audience response (yes = 4.57, no = 4.45, p < .0001), use of a pre/post-test (yes = 4.62, no = 4.54, p < .0001) and time of presentation (morning = 4.58, afternoon = 4.53, p = .0002). Significant associations were not seen for interactivity metrics or medical knowledge.

DISCUSSION

Livestreaming may be as engaging as in-person CME. Although teaching effectiveness in livestreaming was lower, this difference was small. CME course planners should consider offering livestream CME while exploring strategies to enhance teaching effectiveness in livestreamed settings.

A real-time video-based social network platform for online ultrasound education

BACKGROUND

In the post-pandemic era, traditional methods of professional development for ultrasound practitioners are insufficient, and it is therefore imperative to explore a new avenue for continuing education. This article explores the role of the real-time video-based social networks for medicine combined with e-enterprise to train ultrasound practitioners.

METHODS

We created a live broadcasting room on the real-time video-based social networks for medicine and imparted online education on ultrasound usage with "YiQixiu" as the transmission carrier. We developed a satisfaction questionnaire for the online class in real time, and tested the validity and reliability of the questionnaire. Descriptive statistical analysis was used (P ≤ 0.05 indicates significance).

RESULTS

The landing page on YiQixiu was mainly concentrated in the Hunan Province, accounting for 56% of visitors. The total number of people watching online real-time lectures was 32,344; the maximum number of fixed attendance was 17,000, and the minimum number was 3,000. The questionnaire met the needs of this study, with a reliability value of 0.93. The participants were from 18 provinces, 4 autonomous regions, and 4 municipalities directly under the central government.

CONCLUSION

The real-time video-based social networks for medicine combined with the YiQixiu live platform is a good method for imparting ultrasound medical education online.