Are Live Instructors Replaceable? Computer vs. Classroom Lectures for EFAST Training

Platz, Elke; Liteplo, Andrew S.; Hurwitz, Shelley; Hwang, James Q.

doi:10.1016/j.jemermed.2009.08.030

Cited by 36 publications

(70 citation statements)

References 11 publications

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“…Few studies have evaluated the effectiveness of web-based teaching on ultrasound skills 24 25. No previous studies have evaluated emergency physicians in performing echocardiography after a training method that includes web-based learning.…”

Section: Discussionmentioning

confidence: 99%

Performance of emergency physicians in point-of-care echocardiography following limited training

et al. 2013

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Section: Discussionmentioning

confidence: 99%

Performance of emergency physicians in point-of-care echocardiography following limited training

et al. 2013

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“…While practical ultrasound skills may be quickly acquired in brief training courses [13, 14], the advancement of computer- and online-based training calls into question the necessity of a training seminar to convey pure theoretical knowledge of basic ultrasound concepts [15]. …”

Section: Introductionmentioning

confidence: 99%

Assessment of a New E-Learning System on Thorax, Trachea, and Lung Ultrasound

Cuca

Scheiermann

Hempel

et al. 2013

Emergency Medicine International

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Background. Lung ultrasound has become an emerging tool in acute and critical care medicine. Combined theoretical and hands-on training has been required to teach ultrasound diagnostics. Current computer technology allows for display, explanation, and animation of information in a remote-learning environment. Objective. Development and assessment of an e-learning program for lung ultrasound. Methods. An interactive online tutorial was created. A prospective learning success study was conducted with medical students using a multiple-choice test (Trial A). This e-learning program was used as preparation for a certified course followed by an evaluation of trained doctors (Trial B) by linear analogue scales. Pretests were compared with postcourse tests and sustainability tests as well as a posttest of a one-day custom classroom training. Results. In Trial A, during the learning success study (n = 29), the increase of correct answers was 11.7 to 17/20 in the post-test and to 16.6/20 in the sustainability test (relative change 45.1%, P < 0.0001). E-learning almost equalled scores of classroom-based training regarding gain and retention of factual knowledge. In Trial B, nineteen participating doctors found a 79.5% increase of knowledge (median, 95% CI: 69%; 88%). Conclusion. The basics of lung ultrasound can be taught in a highly effective manner using e-learning.

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“…When we focus on preclass videos, literature comparing videos to lectures is unclear, with some studies favoring videos, and some finding no difference in learning outcomes . In other studies, video groups showed worse learning outcomes, with authors citing reasons including no peer interaction, low compliance with learning plans, and lack of accountability . Studies reported suboptimal use of videos, with view rate from around 60% to 83% .…”

mentioning

confidence: 99%

Dissecting the Contemporary Clerkship: Theory‐based Educational Trial of Videos Versus Lectures in Medical Student Education

Yiu

Spacek

Pageau

et al. 2019

AEM Education and Training

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Background: Despite increasing use of the flipped classroom (FC) technique in undergraduate medical education, the benefit in learning outcomes over lectures is inconsistent. Best practices in preclass video design principles are rarely used, and it is unclear if videos can replace lectures in contemporary medical education. Methods:We conducted a prospective quasi-experimental controlled educational study comparing theorybased videos to traditional lectures in a medical student curriculum. Medical students enrolled in an emergency medicine clerkship were randomly assigned to either a lecture group (LG) or a video group (VG). The slide content was identical, and the videos aligned with cognitive load theory-based multimedia design principles. Students underwent baseline (pretest), week 1 (posttest), and end-of-rotation (retention) written knowledge tests and an observed structured clinical examination (OSCE) assessment. We compared scores between both groups and surveyed student attitudes and satisfaction with respect to the two learning methods.Results: There were 104 students who participated in OSCE assessments (49 LG, 55 VG) and 101 students who participated in knowledge tests (48 LG, 53 VG). The difference in OSCE scores was statistically significant 1.29 (95% confidence interval = 0.23 to 2.35, t(102) = 2.43, p = 0.017), but the actual score difference was small from an educational standpoint (12.61 for LG, 11.32 for VG). All three knowledge test scores for both groups were not significantly different.Conclusions: Videos based on cognitive load theory produced similar results and could replace traditional lectures for medical students. Educators contemplating a FC approach should devote their valuable classroom time to active learning methods. M edical educators have increasingly proposed using a flipped classroom (FC) for medical student education. 1,2 In this model, the traditional lecture is a student's preclass homework, while in-class time is spent on active, inquiry-based learning facilitated by an instructor. 1,3-5 Most preclass lectures were recorded in the forms of podcasts, screencasts, and videos. 6 Despite the promise of FC to promote active learning, outcomes are inconsistent. 6-8 By dissecting how each element (preclass and in-class) contributes to learning,

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Are Live Instructors Replaceable? Computer vs. Classroom Lectures for EFAST Training

Cited by 36 publications

References 11 publications

Performance of emergency physicians in point-of-care echocardiography following limited training

Performance of emergency physicians in point-of-care echocardiography following limited training

Assessment of a New E-Learning System on Thorax, Trachea, and Lung Ultrasound

Dissecting the Contemporary Clerkship: Theory‐based Educational Trial of Videos Versus Lectures in Medical Student Education

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