scholarly journals Teaching the National Institutes of Health Stroke Scale to Paramedics (E-Learning vs Video): Randomized Controlled Trial (Preprint)

2020 ◽  
Author(s):  
Avinash Koka ◽  
Laurent Suppan ◽  
Philippe Cottet ◽  
Emmanuel Carrera ◽  
Loric Stuby ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Knowledge Acquisition ◽  
Controlled Trial ◽  
National Institutes Of Health ◽  
Learning Method ◽  
Adequate Treatment ◽  
Learning Group ◽  
Randomized Controlled ◽  
Learning Module ◽  
E Learning

BACKGROUND Prompt and accurate identification of stroke victims is essential to reduce time from symptom onset to adequate treatment and to improve neurological outcomes. Most neurologists evaluate the extent of neurological deficit according to the National Institutes of Health Stroke Scale (NIHSS), but the use of this scale by paramedics, the first healthcare providers to usually take care of stroke victims, has proven unreliable. This might be, at least in part, due to the teaching method. The video used to teach NIHSS lacks interactivity, while more engaging electronic learning (e-learning) methods might improve knowledge acquisition. OBJECTIVE This study was designed to evaluate whether a highly interactive e-learning module could enhance NIHSS knowledge acquisition in paramedics. METHODS A randomized controlled trial comparing a specially designed e-learning module with the original NIHSS video was performed with paramedics working in Geneva, Switzerland. A registration number was not required as our study does not come into the scope of the Swiss federal law on human research. The protocol was nevertheless submitted to the local ethics committee (Project ID 2017-00847), which issued a “Declaration of no objection.” Paramedics were excluded if they had prior knowledge of or previous training in the NIHSS, or if they had worked in a neurology or neurosurgery ward. The primary outcome was overall performance in the study quiz, which contained 50 questions. Secondary outcomes were performance by NIHSS item, time to course and quiz completion, user satisfaction regarding the learning method, user perception of the course duration, and probability the user would recommend the course to a colleague. RESULTS The study was completed by 39 paramedics. There was a better overall median score (36/50 vs 33/50, <i>P</i>=.04) and a higher degree of satisfaction regarding the learning method in the e-learning group (90% vs 37%, <i>P</i>=.002). Users who had followed the e-learning module were more likely to recommend the course to a colleague (95% vs 63%, <i>P</i>=.02). Paramedics in the e-learning group took more time to complete the course (93 vs 59 minutes, <i>P</i>&lt;.001), but considered the duration to be more adequate (75% vs 32%, <i>P</i>=.01). Time to quiz completion was similar between groups (25 vs 38 minutes, <i>P</i>=.12). CONCLUSIONS Use of an e-learning module shows promising results in teaching the NIHSS to paramedics.

scholarly journals Teaching the National Institutes of Health Stroke Scale to Paramedics (E-Learning vs Video): Randomized Controlled Trial

10.2196/18358 ◽  
2020 ◽  
Vol 22 (6) ◽  
pp. e18358 ◽  
Author(s):  
Avinash Koka ◽  
Laurent Suppan ◽  
Philippe Cottet ◽  
Emmanuel Carrera ◽  
Loric Stuby ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Knowledge Acquisition ◽  
Controlled Trial ◽  
National Institutes Of Health ◽  
Learning Method ◽  
Adequate Treatment ◽  
Learning Group ◽  
Randomized Controlled ◽  
Learning Module ◽  
E Learning

Background Prompt and accurate identification of stroke victims is essential to reduce time from symptom onset to adequate treatment and to improve neurological outcomes. Most neurologists evaluate the extent of neurological deficit according to the National Institutes of Health Stroke Scale (NIHSS), but the use of this scale by paramedics, the first healthcare providers to usually take care of stroke victims, has proven unreliable. This might be, at least in part, due to the teaching method. The video used to teach NIHSS lacks interactivity, while more engaging electronic learning (e-learning) methods might improve knowledge acquisition. Objective This study was designed to evaluate whether a highly interactive e-learning module could enhance NIHSS knowledge acquisition in paramedics. Methods A randomized controlled trial comparing a specially designed e-learning module with the original NIHSS video was performed with paramedics working in Geneva, Switzerland. A registration number was not required as our study does not come into the scope of the Swiss federal law on human research. The protocol was nevertheless submitted to the local ethics committee (Project ID 2017-00847), which issued a “Declaration of no objection.” Paramedics were excluded if they had prior knowledge of or previous training in the NIHSS, or if they had worked in a neurology or neurosurgery ward. The primary outcome was overall performance in the study quiz, which contained 50 questions. Secondary outcomes were performance by NIHSS item, time to course and quiz completion, user satisfaction regarding the learning method, user perception of the course duration, and probability the user would recommend the course to a colleague. Results The study was completed by 39 paramedics. There was a better overall median score (36/50 vs 33/50, P=.04) and a higher degree of satisfaction regarding the learning method in the e-learning group (90% vs 37%, P=.002). Users who had followed the e-learning module were more likely to recommend the course to a colleague (95% vs 63%, P=.02). Paramedics in the e-learning group took more time to complete the course (93 vs 59 minutes, P<.001), but considered the duration to be more adequate (75% vs 32%, P=.01). Time to quiz completion was similar between groups (25 vs 38 minutes, P=.12). Conclusions Use of an e-learning module shows promising results in teaching the NIHSS to paramedics.

scholarly journals Distance Learning of the National Institutes of Health Stroke Scale During the COVID-19 Pandemic, E-learning versus Video: a Web-Based Randomized Controlled Trial (Preprint)

2020 ◽  
Author(s):  
Mélanie Suppan ◽  
Loric Stuby ◽  
Emmanuel Carrera ◽  
Philippe Cottet ◽  
Avinash Koka ◽  
...  
Keyword(s):  
Distance Learning ◽  
Medical Students ◽  
National Institutes Of Health ◽  
Web Based ◽  
Learning Group ◽  
Randomized Controlled ◽  
Learning Module ◽  
Learning Path ◽  
E Learning ◽  
Better Than

BACKGROUND The COVID-19 pandemic has considerably altered the regular medical education curriculum while increasing the need for healthcare professionals. Senior medical students have been incrementally used on the front line to overcome the shortage of certified physicians. These students, some of whom will be fast-tracked as physicians, might lack knowledge regarding the initial management of time-critical emergencies such as stroke. OBJECTIVE Our aim was to determine whether an electronic learning (e-learning) module could improve distance knowledge acquisition of the National Institutes of Health Stroke Scale (NIHSS) in senior medical students compared to the traditional didactic video. METHODS A randomized, controlled, data-analyst blinded web-based trial was conducted at the University of Geneva Faculty of Medicine between April and June 2020. Fifth year medical students followed a learning path designed to distantly learn the NIHSS. The control group followed the traditional didactic video created by Patrick Lyden while the e-learning group followed the updated version of a previously tested highly-interactive e-learning module. The main outcome was the score on a 50-question quiz displayed upon completion of the learning material. Difference in the proportion of correct answers for each specific NIHSS item was also assessed. RESULTS Out of 158 potential participants, 88 started their allocated learning path, and 75 completed the trial. Participants who followed the e-learning module performed better than those who followed the video (38 [95%CI 37 to 39] correct answers versus 35 [95%CI 34 to 36], P<.001). Participants in the e-learning group scored five elements better than the video group: key NIHSS concepts (P=.02), the consciousness – global item (P<.001), the facial palsy item (P=.04), the ataxia item (P=.03) and the sensory item (P=.04). CONCLUSIONS Compared to the traditional didactic video, a highly-interactive e-learning module enhances distance learning and NIHSS knowledge acquisition in senior medical students.

Validation and Testing of an E-Learning Module Teaching Core Urinary Incontinence Objectives in a Randomized Controlled Trial

2019 ◽  
Vol 25 (2) ◽  
pp. 188-192 ◽  
Author(s):  
Candace Y. Parker-Autry ◽  
E. Shen ◽  
Andrea Nance ◽  
Timberly Butler ◽  
Julie B. Covarrubias ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Urinary Incontinence ◽  
Controlled Trial ◽  
Randomized Controlled ◽  
Learning Module ◽  
E Learning

E-learning to teach medical students about acute otitis media: A randomized controlled trial

2021 ◽  
Author(s):  
Sarah Mousseau ◽  
Maude Poitras ◽  
Annie Lapointe ◽  
Bich Hong Nguyen ◽  
Catherine Hervouet-Zeiber ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Medical Students ◽  
Diagnostic Accuracy ◽  
Otitis Media ◽  
Test Scores ◽  
Controlled Trial ◽  
Acute Otitis Media ◽  
Randomized Controlled ◽  
Learning Module ◽  
E Learning

Abstract Objectives Acute otitis media (AOM) is extremely prevalent among children but its diagnosis remains challenging. Our primary objective was to measure the impact of an e-learning module on medical students’ accuracy in diagnosing paediatric AOM. Methods This randomized controlled trial was performed at a single tertiary care paediatric emergency department (ED). Medical students on their paediatric rotation were randomized to a locally developed e-learning module or a small-group lecture on AOM. They then had to examine at least 10 ears of patients at risk for AOM. The primary outcome was diagnostic accuracy and secondary outcomes included knowledge test scores and learning modality preference. Results Between May 2017 and September 2018, 201 medical students were randomized. Eighty-three evaluated at least 10 ears and were included in the primary analysis. Diagnostic accuracies (76.5% for the e-learning group versus 76.4% for the lecture group, difference of 0.1%; 95%CI: –6.2 to 6.4%) and post-test scores (difference of 0.5/20 points; 95%CI: –0.8 to 1.2/20 points) were similar between the groups. Sixty-two per cent of participants preferred the e-learning module to the lecture, while 15% had no preference. Conclusions Diagnostic accuracy for AOM was similar between students exposed to an e-learning module or a small-group lecture. E-learning was the preferred learning modality.

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