Developing and Integrating Asynchronous Web-Based Cases for Discussing and Learning Clinical Reasoning: Repeated Cross-sectional Study

Tat, Susana; Shaukat, Haroon; Zaveri, Pavan; Kou, Maybelle; Jarvis, Lenore

doi:10.2196/38427

Cited by 3 publications

(2 citation statements)

References 20 publications

(16 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As social media has become increasingly integrated into health care, it has become an essential tool for health care professionals, researchers, and patients to communicate, share information, and stay up-to-date [ 1 ]. For medical professionals, social media platforms provide an effective and efficient method of communicating, collaborating, and sharing knowledge [ 2 , 3 ]. In medical education, peer-assisted learning (PAL) can be a highly effective method of supporting medical trainees [ 4 , 5 ].…”

Section: Introductionmentioning

confidence: 99%

Use of Peer-Led Web-Based Platforms for Peer-Assisted Learning Among Canadian Anesthesia Residents and Fellows: Cross-Sectional Study

Li,

Salman,

Esmail

et al. 2023

JMIR Form Res

View full text Add to dashboard Cite

Background Peer-assisted learning (PAL) using peer-led web-based platforms (PWPs), including social media, can be a highly effective method of supporting medical trainees. PWPs, such as mobile apps for sharing anesthesia resources and social media groups or discussion forums pertaining to anesthesia training, may play a role in facilitating anesthesia trainee-led web-based education. However, there have been many challenges facing anesthesia trainees when it comes to incorporating PWPs, especially social media and mobile apps for PAL. Objective The primary objective of this survey was to assess the proportion of trainees that use social media and mobile apps. The secondary objective was to identify the trainees’ perceptions on the use of social media and mobile apps for educational purposes, including PAL. Methods This cross-sectional study was conducted through a survey administered via email at a single large academic center. The survey tool collected data between 2016 and 2017 on the following: demographic data (year of study, field of specialty), use of technology and web-based resources for medicine, use of social media platforms for anesthesia or training, benefits and barriers to future uses of social media for training, and ideas for trainee-led websites. Descriptive statistics were reported. Results In total, 80 anesthesia trainees (51 residents and 29 fellows) responded to the survey (response rate of 33% of out 240 trainees contacted). All trainees reported having a mobile device that most (n=61, 76%) reported using multiple times a day to access medical resources. The highest perceived benefits of PWPs according to residents were that the most valuable information was available on-demand (n=27, 53%), they saved time (n=27, 53%), and they improved their overall learning experience within anesthesia (n=24, 47%). In comparison, fellows thought that PWPs were beneficial because they provided multiple perspectives of a single topic (n=13, 45%) and served as an additional platform to discuss ideas with peers (n=13, 45%). The most popular platforms used by both residents and fellows were Facebook (residents: n=44, 86%; fellows: n=26, 90%) followed by LinkedIn (residents: n=21, 42%; fellows: n=9, 29%). Even though most anesthesia trainees used social media for personal reasons, only 26% (n=21) reported having used resident- or fellow-driven PWP resources. Examples of PWPs that trainees used included anesthesia groups and a resident Dropbox resource folder. Conclusions There was generally an acceptance for using PWPs for PAL as they provided various benefits for trainees at all levels of learning. PWPs have the potential to garner an increased sense of community and sharing within learning experiences throughout all levels of training. The information gained from this survey will help inform the basis for developing an anesthesia trainee-led e-learning platform.

show abstract

Section: Introductionmentioning

confidence: 99%

Use of Peer-Led Web-Based Platforms for Peer-Assisted Learning Among Canadian Anesthesia Residents and Fellows: Cross-Sectional Study

Li,

Salman,

Esmail

et al. 2023

JMIR Form Res

View full text Add to dashboard Cite

show abstract

“…Web-based educational interventions have shown noninferior results in learning and participant satisfaction outcomes compared to face-to-face learning in medicine, including communication skills and cardiology [ 7 , 8 ]. Asynchronous web-based education was successfully used as supplementary learning in emergency medicine and for knowledge on systematic reviews [ 9 , 10 ]. In addition, for EBM, the cost-effectiveness of web-based education was superior to that of traditional face-to-face learning [ 11 ].…”

Section: Introductionmentioning

confidence: 99%

Similar Outcomes of Web-Based and Face-to-Face Training of the GRADE Approach for the Certainty of Evidence: Randomized Controlled Trial

Tokalić¹,

Peričić²,

Marušić³

2023

J Med Internet Res

View full text Add to dashboard Cite

Background The GRADE (Grading of Recommendations Assessment, Development and Evaluation) approach is a system for transparent evaluation of the certainty of evidence used in clinical practice guidelines and systematic reviews. GRADE is a key part of evidence-based medicine (EBM) training of health care professionals. Objective This study aimed to compare web-based and face-to-face methods of teaching the GRADE approach for evidence assessment. Methods A randomized controlled trial was conducted on 2 delivery modes of GRADE education integrated into a course on research methodology and EBM with third-year medical students. Education was based on the Cochrane Interactive Learning “Interpreting the findings” module, which had a duration of 90 minutes. The web-based group received the web-based asynchronous training, whereas the face-to-face group had an in-person seminar with a lecturer. The main outcome measure was the score on a 5-question test that assessed confidence interval interpretation and overall certainty of evidence, among others. Secondary outcomes included writing a recommendation for practice and course satisfaction. Results In all, 50 participants received the web-based intervention, and 47 participants received the face-to-face intervention. The groups did not differ in the overall scores for the Cochrane Interactive Learning test, with a median of 2 (95% CI 1.0-2.0) correct answers for the web-based group and 2 (95% CI 1.3-3.0) correct answers for the face-to-face group. Both groups gave the most correct answers to the question about rating a body of evidence (35/50, 70% and 24/47, 51% for the web-based and face-to-face group, respectively). The face-to-face group better answered the question about the overall certainty of evidence question. The understanding of the Summary of Findings table did not differ significantly between the groups, with a median of 3 correct answers to 4 questions for both groups (P=.352). The writing style for the recommendations for practice also did not differ between the 2 groups. Students’ recommendations mostly reflected the strengths of the recommendations and focused on the target population, but they used passive words and rarely mentioned the setting for the recommendation. The language of the recommendations was mostly patient centered. Course satisfaction was high in both groups. Conclusions Training in the GRADE approach could be equally effective when delivered asynchronously on the web or face-to-face. Trial Registration Open Science Framework akpq7; https://osf.io/akpq7/

show abstract

Use of Peer-Led Web-Based Platforms for Peer-Assisted Learning Among Canadian Anesthesia Residents and Fellows: Cross-Sectional Study (Preprint)

Li¹,

Salman²,

Esmail³

et al. 2023

Preprint

View full text Add to dashboard Cite

BACKGROUND As social media has become increasingly integrated into healthcare, it is becoming an essential tool for healthcare professionals, researchers, and patients to communicate, share information, and stay up-to-date. Peer-assisted learning (PAL) using social media can be a highly effective method of supporting medical trainees. Mobile device applications and social media may play a role in facilitating anesthesia trainee-led online education. However, there are still many challenges facing anesthesia trainees when it comes to incorporating social media or PAL effectively. OBJECTIVE The primary objective of this survey was to assess the proportion of trainees that use social media. The secondary objectives were to identify the perceptions by trainees on the use of social media for educational purposes including PAL. METHODS Ethics approval was obtained for this study. This cross-sectional study was conducted through a survey administered via email at a single large academic center. The survey tool collected data on the following: demographic data (year of study/ field of specialty), use of technology and online resources for medicine, use of social media platforms for anesthesia or training, benefits and barriers to future uses of social media for training, and ideas for trainee-led websites. RESULTS 80 trainees responded (anesthesia residents = 51, anesthesia fellows = 29) to the survey. The highest perceived benefits of PAL according to residents were that the most valuable information is available on-demand (52.9%), it saves time (52.9%), and it improves their overall learning experience within anesthesia (47.1%). In comparison, fellows thought that PAL was beneficial because it provides multiple perspectives of a single topic (44.8%) and serves as an additional platform to discuss ideas with peers (44.8%). Most medical trainees accessed medical resources with the help of their mobile devices multiple times each day (76.3%). The most popular platforms used by both residents and fellows is Facebook (86.0% and 89.3%, respectively) followed by LinkedIn (42.0% and 28.6%, respectively). Even though most anesthesia trainees use social media, only 26.3% reported to have used peer-led resident/fellow-driven online resources. Examples of PALs trainees used included anesthesia groups and a resident Dropbox resource folder. CONCLUSIONS Trainees all have access to devices to use regularly for medical knowledge and there is generally an acceptance to using PAL for learning if they address concepts that are individualized to a trainee's level of education. PAL has the potential to garner an increased sense of community and sharing within learning experiences throughout all levels of training. The information gained from this survey will help inform the basis for developing an anesthesia trainee-led e-learning platform. Therefore, the opinions and information shared by participants within trainee programs could help directly influence the content developed on a pilot platform. CLINICALTRIAL N/A

show abstract

Developing and Integrating Asynchronous Web-Based Cases for Discussing and Learning Clinical Reasoning: Repeated Cross-sectional Study

Cited by 3 publications

References 20 publications

Use of Peer-Led Web-Based Platforms for Peer-Assisted Learning Among Canadian Anesthesia Residents and Fellows: Cross-Sectional Study

Use of Peer-Led Web-Based Platforms for Peer-Assisted Learning Among Canadian Anesthesia Residents and Fellows: Cross-Sectional Study

Similar Outcomes of Web-Based and Face-to-Face Training of the GRADE Approach for the Certainty of Evidence: Randomized Controlled Trial

Use of Peer-Led Web-Based Platforms for Peer-Assisted Learning Among Canadian Anesthesia Residents and Fellows: Cross-Sectional Study (Preprint)

Contact Info

Product

Resources

About