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.

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 Effect of an E-Learning Module on Personal Protective Equipment Proficiency Among Prehospital Personnel: Web-Based Randomized Controlled Trial

10.2196/21265 ◽  
2020 ◽  
Vol 22 (8) ◽  
pp. e21265 ◽  
Author(s):  
Laurent Suppan ◽  
Mohamed Abbas ◽  
Loric Stuby ◽  
Philippe Cottet ◽  
Robert Larribau ◽  
...  
Keyword(s):  
Personal Protective Equipment ◽  
Control Group ◽  
Protective Equipment ◽  
Web Based ◽  
Learning Group ◽  
Randomized Controlled ◽  
Learning Module ◽  
E Learning ◽  
Baseline Knowledge ◽  
The Difference

Background To avoid misuse of personal protective equipment (PPE), ensure health care workers’ safety, and avoid shortages, effective communication of up-to-date infection control guidelines is essential. As prehospital teams are particularly at risk of contamination given their challenging work environment, a specific gamified electronic learning (e-learning) module targeting this audience might provide significant advantages as it requires neither the presence of learners nor the repetitive use of equipment for demonstration. Objective The aim of this study was to evaluate whether a gamified e-learning module could improve the rate of adequate PPE choice by prehospital personnel in the context of the coronavirus disease (COVID-19) pandemic. Methods This was an individual-level randomized, controlled, quadruple-blind (investigators, participants, outcome assessors, and data analysts) closed web-based trial. All emergency prehospital personnel working in Geneva, Switzerland, were eligible for inclusion, and were invited to participate by email in April 2020. Participants were informed that the study aim was to assess their knowledge regarding PPE, and that they would be presented with both the guidelines and the e-learning module, though they were unaware that there were two different study paths. All participants first answered a preintervention quiz designed to establish their profile and baseline knowledge. The control group then accessed the guidelines before answering a second set of questions, and were then granted access to the e-learning module. The e-learning group was shown the e-learning module right after the guidelines and before answering the second set of questions. Results Of the 291 randomized participants, 176 (60.5%) completed the trial. There was no significant difference in baseline knowledge between groups. Though the baseline proportion of adequate PPE choice was high (75%, IQR 50%-75%), participants’ description of the donning sequence was in most cases incorrect. After either intervention, adequate choice of PPE increased significantly in both groups (P<.001). Though the median of the difference in the proportion of correct answers was slightly higher in the e-learning group (17%, IQR 8%-33% versus 8%, IQR 8%-33%), the difference was not statistically significant (P=.27). Confidence in the ability to use PPE was maintained in the e-learning group (P=.27) but significantly decreased in the control group (P=.04). Conclusions Among prehospital personnel with an already relatively high knowledge of and experience with PPE use, both web-based study paths increased the rate of adequate choice of PPE. There was no major added value of the gamified e-learning module apart from preserving participants' confidence in their ability to correctly use PPE.

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 Effect of an E-Learning Module on Personal Protective Equipment Proficiency Among Prehospital Personnel: Web-Based Randomized Controlled Trial (Preprint)

2020 ◽  
Author(s):  
Laurent Suppan ◽  
Mohamed Abbas ◽  
Loric Stuby ◽  
Philippe Cottet ◽  
Robert Larribau ◽  
...  
Keyword(s):  
Personal Protective Equipment ◽  
Control Group ◽  
Protective Equipment ◽  
Web Based ◽  
Learning Group ◽  
Randomized Controlled ◽  
Learning Module ◽  
E Learning ◽  
Baseline Knowledge ◽  
The Difference

BACKGROUND To avoid misuse of personal protective equipment (PPE), ensure health care workers’ safety, and avoid shortages, effective communication of up-to-date infection control guidelines is essential. As prehospital teams are particularly at risk of contamination given their challenging work environment, a specific gamified electronic learning (e-learning) module targeting this audience might provide significant advantages as it requires neither the presence of learners nor the repetitive use of equipment for demonstration. OBJECTIVE The aim of this study was to evaluate whether a gamified e-learning module could improve the rate of adequate PPE choice by prehospital personnel in the context of the coronavirus disease (COVID-19) pandemic. METHODS This was an individual-level randomized, controlled, quadruple-blind (investigators, participants, outcome assessors, and data analysts) closed web-based trial. All emergency prehospital personnel working in Geneva, Switzerland, were eligible for inclusion, and were invited to participate by email in April 2020. Participants were informed that the study aim was to assess their knowledge regarding PPE, and that they would be presented with both the guidelines and the e-learning module, though they were unaware that there were two different study paths. All participants first answered a preintervention quiz designed to establish their profile and baseline knowledge. The control group then accessed the guidelines before answering a second set of questions, and were then granted access to the e-learning module. The e-learning group was shown the e-learning module right after the guidelines and before answering the second set of questions. RESULTS Of the 291 randomized participants, 176 (60.5%) completed the trial. There was no significant difference in baseline knowledge between groups. Though the baseline proportion of adequate PPE choice was high (75%, IQR 50%-75%), participants’ description of the donning sequence was in most cases incorrect. After either intervention, adequate choice of PPE increased significantly in both groups (<i>P</i>&lt;.001). Though the median of the difference in the proportion of correct answers was slightly higher in the e-learning group (17%, IQR 8%-33% versus 8%, IQR 8%-33%), the difference was not statistically significant (<i>P</i>=.27). Confidence in the ability to use PPE was maintained in the e-learning group (<i>P</i>=.27) but significantly decreased in the control group (<i>P</i>=.04). CONCLUSIONS Among prehospital personnel with an already relatively high knowledge of and experience with PPE use, both web-based study paths increased the rate of adequate choice of PPE. There was no major added value of the gamified e-learning module apart from preserving participants' confidence in their ability to correctly use PPE.

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.

scholarly journals Randomized controlled trial comparing the effectiveness of mass and spaced learning in microsurgical procedures using computer aided assessment

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Wendy Z. W. Teo ◽  
Xiaoke Dong ◽  
Siti Khadijah Bte Mohd Yusoff ◽  
Soumen Das De ◽  
Alphonsus K. S. Chong
Keyword(s):  
Primary Outcome ◽  
Controlled Trial ◽  
Participant Satisfaction ◽  
Learning Group ◽  
Technical Performance ◽  
Randomized Controlled ◽  
Spaced Learning ◽  
Suturing Skills ◽  
Suture Placement ◽  
Better Than

AbstractSpaced-learning refers to teaching spread over time, compared to mass-learning where the same duration of teaching is completed in one session. Our hypothesis is that spaced-learning is better than mass-learning in retaining microsurgical suturing skills. Medical students were randomized into mass-learning (single 8-h session) and spaced-learning (2-h weekly sessions over 4 weeks) groups. They were taught to place 9 sutures in a 4 mm-wide elastic strip. The primary outcome was precision of suture placement during a test conducted 1 month after completion of sessions. Secondary outcomes were time taken, cumulative performance, and participant satisfaction. 42 students (24 in the mass-learning group; 18 in spaced-learning group) participated. 3 students in the spaced-learning group were later excluded as they did not complete all sessions. Both groups had comparable baseline suturing skills but at 1 month after completion of teaching, the total score for suture placement were higher in spaced-learning group (27.63 vs 31.60,p = 0.04). There was no statistical difference for duration and satisfaction in either group. Both groups showed an improvement in technical performance over the sessions, but this did not differ between both groups. Microsurgical courses are often conducted in mass-learning format so spaced learning offers an alternative that enhances retention of complex surgical skills.

Evaluation of an e-learning system for diagnosis of gastric lesions using magnifying narrow-band imaging: a multicenter randomized controlled study

Endoscopy ◽  
2017 ◽  
Vol 49 (10) ◽  
pp. 957-967 ◽  
Author(s):  
Hiroyoshi Nakanishi ◽  
Hisashi Doyama ◽  
Hideki Ishikawa ◽  
Noriya Uedo ◽  
Takuji Gotoda ◽  
...  
Keyword(s):  
Narrow Band ◽  
Narrow Band Imaging ◽  
Learning System ◽  
University Hospital ◽  
Controlled Study ◽  
Gastric Lesions ◽  
Learning Group ◽  
Randomized Controlled ◽  
Multicenter Randomized Controlled Trial ◽  
E Learning

Abstract Background and study aim Magnifying narrow-band imaging (M-NBI) is useful for the accurate diagnosis of early gastric cancer (EGC). However, acquiring skill at M-NBI diagnosis takes substantial effort. An Internet-based e-learning system to teach endoscopic diagnosis of EGC using M-NBI has been developed. This study evaluated its effectiveness. Participants and methods This study was designed as a multicenter randomized controlled trial. We recruited endoscopists as participants from all over Japan. After completing Test 1, which consisted of M-NBI images of 40 gastric lesions, participants were randomly assigned to the e-learning or non-e-learning groups. Only the e-learning group was allowed to access the e-learning system. After the e-learning period, both groups received Test 2. The analysis set was participants who scored < 80 % accuracy on Test 1. The primary end point was the difference in accuracy between Test 1 and Test 2 for the two groups. Results A total of 395 participants from 77 institutions completed Test 1 (198 in the e-learning group and 197 in the non-e-learning group). After the e-learning period, all 395 completed Test 2. The analysis sets were e-learning group: n = 184; and non-e-learning group: n = 184. The mean Test 1 score was 59.9 % for the e-learning group and 61.7 % for the non-e-learning group. The change in accuracy in Test 2 was significantly higher in the e-learning group than in the non-e-learning group (7.4 points vs. 0.14 points, respectively; P < 0.001). Conclusion This study clearly demonstrated the efficacy of the e-learning system in improving practitioners’ capabilities to diagnose EGC using M-NBI.Trial registered at University Hospital Medical Information Network Clinical Trials Registry (UMIN000008569).

How we developed an effective e-learning module for medical students on using professional interpreters

2014 ◽  
Vol 37 (5) ◽  
pp. 422-427 ◽  
Author(s):  
Umar Z. Ikram ◽  
Marie-Louise Essink-Bot ◽  
Jeanine Suurmond
Keyword(s):  
Medical Students ◽  
Learning Module ◽  
E Learning

scholarly journals Attitudes and Knowledge of Medical Students about Distance Learning / Stavovi i znanje studenata medicine o učenju na daljinu

2015 ◽  
Vol 32 (3) ◽  
pp. 199-207 ◽  
Author(s):  
Aleksandra Stanković ◽  
Branislav Petrović ◽  
Zoran Milosević
Keyword(s):  
Distance Learning ◽  
Medical Students ◽  
First Year ◽  
Sources Of Information ◽  
Positive Attitudes ◽  
Significant Difference ◽  
E Learning ◽  
Attitudes And Knowledge ◽  
The Difference ◽  
Methods Of Learning

Abstract Distance learning can be defined as education or training offered to participants at a different place, physically distant from the lecturer or sources of information. The difference in attitudes and knowledge of students about distance learning in relation to gender and year of studying was examined. The study sample included 371 students of the Faculty of Medicine in Niš (165 students were at the first year of studies and 206 students were at the sixth year of studies). Originally structured epidemiological questionnaire was distributed to students. Gender and age had no significant influence on students’ knowledge of distance learning. There was no statistically significant difference in taking positive attitudes about distance learning among medical students of the first and sixth year. Gender has statistically significantly affected the attitudes. E-learning does not eliminate the existing methods of learning, but it supplements them and greatly helps in teaching plans and programs.

Sign in / Sign up

Export Citation Format

Share Document