Development and Prospective Evaluation of a Multimedia Teaching Course on Aortic Valve Replacement

Friedl, Reinhard; Höppler, Helmut; Ecard, Karl; Scholz, Wilfried; Hannekum, A; Stracke, Sylvia

doi:10.1055/s-2005-865871

Cited by 20 publications

(17 citation statements)

References 6 publications

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“…] Few studies to date have tested their effectiveness using stringent randomized controlled trials and those that do test animations with varied design that may not adhere to evidence-based principles of multimedia design [5,12]. To our knowledge, there have been no studies analyzing learning outcomes in relation to students' Kolb learning styles or that designed modules for medical students specifically using the aforementioned principles of multimedia design.…”

Section: Discussionmentioning

confidence: 98%

“…This method of instruction is more effective than conventional chalk-on-blackboard lectures or static images presented in PowerPoint presentations in multiple areas of instruction [3] and may be an effective tool to combine multidisciplinary ideas [4] such as topics from the basic and clinical sciences. Of the e-learning tools available, animation is preferred by students [5,6]. Unfortunately, few studies have explored the effectiveness of animated modules in teaching medical students [7].…”

Section: Use Of Animated Modules In Medical Educationmentioning

confidence: 98%

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Design and Effectiveness of an Animated Module that Integrates Basic and Clinical Pulmonary Mechanics for Medical Students

2014

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Animated modules tailored for medical students and controlled trials to test them are rare. Our multidisciplinary team designed and created an animated module that teaches the fundamentals of pulmonary function testing integrating the basic and clinical sciences. We evaluated the module's effectiveness on 163 first and second year medical students in a stratified randomized controlled trial with equal representation of different Kolb learning styles in the control and experimental groups. The control group completed a test with questions drawn from two independent question banks (USMLEWorld and USMLERx) plus two pulmonary function test interpretations before seeing the module, while the experimental group saw the module then completed the test. All students took a post-module satisfaction survey. Performance was 10 % higher in the experimental group (P<0.004 for first year students, P<0.006 for second year students). There was no difference in the performance among the different Kolb learning styles or self-reported learning preferences, regardless of year in medical school or assignment to the control or experimental group. Students reported satisfaction or high satisfaction with the aesthetics (82 %), user-friendliness (83 %), integration of multidisciplinary concepts (91 %), and applicability to real clinical scenarios (83 %); 90 % of respondents would recommend the module, and 88 % would use it as a study aid. The module was successful in improving student performance. Our module, approach to module design, and study strategy can be utilized at other institutions to pave way for endeavors that bridge the gap between clinical and basic sciences.

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Section: Discussionmentioning

confidence: 98%

Section: Use Of Animated Modules In Medical Educationmentioning

confidence: 98%

Design and Effectiveness of an Animated Module that Integrates Basic and Clinical Pulmonary Mechanics for Medical Students

2014

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“…Evidence in the literature proves that multimedia-driven learning has advantages in medical fields wherein an understanding of complex temporal and spatial events plays an important role [9]. Multimedia modules about aortic valve replacement have shown better educational value than print media with the same content for students studying heart surgery [10].…”

mentioning

confidence: 99%

Multimedia-based training on Internet platforms improves surgical performance: a randomized controlled trial

Pape-Koehler

Immenroth²,

Sauerland

et al. 2013

Surg Endosc

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BackgroundSurgical procedures are complex motion sequences that require a high level of preparation, training, and concentration. In recent years, Internet platforms providing surgical content have been established. Used as a surgical training method, the effect of multimedia-based training on practical surgical skills has not yet been evaluated. This study aimed to evaluate the effect of multimedia-based training on surgical performance.MethodsA 2 × 2 factorial, randomized controlled trial with a pre- and posttest design was used to test the effect of multimedia-based training in addition to or without practical training on 70 participants in four groups defined by the intervention used: multimedia-based training, practical training, and combination training (multimedia-based training + practical training) or no training (control group). The pre- and posttest consisted of a laparoscopic cholecystectomy in a Pelvi-Trainer and was video recorded, encoded, and saved on DVDs. These were evaluated by blinded raters using a modified objective structured assessment of technical skills (OSATS). The main evaluation criterion was the difference in OSATS score between the pre- and posttest (ΔOSATS) results in terms of a task-specific checklist (procedural steps scored as correct or incorrect).ResultsThe groups were homogeneous in terms of demographic parameters, surgical experience, and pretest OSATS scores. The ΔOSATS results were highest in the multimedia-based training group (4.7 ± 3.3; p < 0.001). The practical training group achieved 2.5 ± 4.3 (p = 0.028), whereas the combination training group achieved 4.6 ± 3.5 (p < 0.001), and the control group achieved 0.8 ± 2.9 (p = 0.294).ConclusionMultimedia-based training improved surgical performance significantly and thus could be considered a reasonable tool for inclusion in surgical curricula.

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“…Friedl et al has shown that multimedia learning ''can adapt to the individual needs of learners and improve procedural knowledge required for open heart surgery''. 3 Gold et al showed that online learning modules were used and appreciated by residents in thoracic surgery. 4 Vollmar et al showed that online continuing medical education can support learning and may establish a stimulus for translation of medical knowledge into daily clinical practice.…”

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confidence: 99%

Online educational tools developed by Heart improve the knowledge and skills of hospital doctors in cardiology

Walsh¹,

Rafiq

Hall

2007

Postgraduate Medical Journal

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We conducted this study to find out if online learning packages in cardiology enabled users to increase their knowledge and skills. We also looked at how acceptable users found these packages. The journal Heart in association with BMJ Learning produced a series of modules on common cardiology problems. The modules involved a pre-test, a number of interactive cases and a post-test. A total of 1786 users completed these modules. Doing the modules enabled users to improve their score from the pre-test to the post-test by a significant amount (p<0.001). Feedback to the modules was very positive.

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Development and Prospective Evaluation of a Multimedia Teaching Course on Aortic Valve Replacement

Abstract: Our data demonstrate that multimedia driven training can adapt to the individual needs of learners and improves procedural knowledge required for open heart surgery. Consequently, the whole course forms part of the training of residents and students.

Cited by 20 publications

References 6 publications

Design and Effectiveness of an Animated Module that Integrates Basic and Clinical Pulmonary Mechanics for Medical Students

Design and Effectiveness of an Animated Module that Integrates Basic and Clinical Pulmonary Mechanics for Medical Students

Multimedia-based training on Internet platforms improves surgical performance: a randomized controlled trial

Online educational tools developed by Heart improve the knowledge and skills of hospital doctors in cardiology

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