Pediatric Emergency Medicine Asynchronous E-learning: A Multicenter Randomized Controlled Solomon Four-group Study

Chang, Todd P.; Pham, Phung K.; Sobolewski, Brad; Doughty, Cara; Jamal, Nazreen; Kwan, Karen; Little, Kim; Brenkert, Timothy E.; Mathison, David J.

doi:10.1111/acem.12434

Cited by 53 publications

(55 citation statements)

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“…Literature concerning the subject is scarce; only a few studies have been conducted, and they reported incomplete data regarding frequency, content, numbers, and mode of delivery (eg, telephone or email) for reminders sent to participants. For example, one study [61] proposed up to 3 automated email reminders for incomplete modules. Other studies included 2 automated emails sent 7 days apart, with an additional personalized email and telephone call if required [62], weekly reminders [63], and 2 reminders after 2 weeks [64].…”

Section: Discussionmentioning

confidence: 99%

Evaluation of a Web-Based E-Learning Platform for Brief Motivational Interviewing by Nurses in Cardiovascular Care: A Pilot Study

Fontaine¹,

Cossette²,

Heppell³

et al. 2016

J Med Internet Res

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BackgroundBrief motivational interviewing (MI) can contribute to reductions in morbidity and mortality related to coronary artery disease, through health behavior change. Brief MI, unlike more intensive interventions, was proposed to meet the needs of clinicians with little spare time. While the provision of face-to-face brief MI training on a large scale is complicated, Web-based e-learning is promising because of the flexibility it offers.ObjectiveThe primary objective of this pilot study was to examine the feasibility and acceptability of a Web-based e-learning platform for brief MI (MOTIV@CŒUR), which was evaluated by nurses in cardiovascular care. The secondary objective was to assess the preliminary effect of the training on nurses’ perceived brief MI skills and self-reported clinical use of brief MI.MethodsWe conducted a single-group, pre-post pilot study involving nurses working in a coronary care unit to evaluate MOTIV@CŒUR, which is a Web-based e-learning platform for brief MI, consisting of two sessions lasting 30 and 20 minutes. MOTIV@CŒUR covers 4 real-life clinical situations through role-modeling videos showing nurse-client interactions. A brief introduction to MI is followed by role playing, during which a nurse practitioner evaluates clients’ motivation to change and intervenes according to the principles of brief MI. The clinical situations target smoking, medication adherence, physical activity, and diet. Nurses were asked to complete both Web-based training sessions asynchronously within 20 days, which allowed assessment of the feasibility of the intervention. Data regarding acceptability and preliminary effects (perceived skills in brief MI, and self-reported clinical use of conviction and confidence interventions) were self-assessed through Web-based questionnaires 30 days (±5 days) after the first session.ResultsWe enrolled 27 women and 4 men (mean age 37, SD 9 years) in March 2016. Of the 31 participants, 24 (77%, 95% CI 63%–91%) completed both sessions in ≤20 days. At 30 days, 28 of the 31 participants (90%) had completed at least one session. The training was rated as highly acceptable, with the highest scores observed for information quality (mean 6.26, SD 0.60; scale 0–7), perceived ease of use (mean 6.16, SD 0.78; scale 0–7), and system quality (mean 6.15, SD 0.58; scale 0–7). Posttraining scores for self-reported clinical use of confidence interventions were higher than pretraining scores (mean 34.72, SD 6.29 vs mean 31.48, SD 6.75, respectively; P=.03; scale 10–50). Other results were nonsignificant.ConclusionsBrief MI training using a Web-based e-learning platform including role-modeling videos is both feasible and acceptable according to cardiovascular care nurses. Further research is required to evaluate the e-learning platform in a randomized controlled trial.Trial RegistrationInternational Standard Randomized Controlled Trial Number (ISRCTN): 16510888; http://www.isrctn.com/ISRCTN16510888 (Archived by WebCite at http://www.webcitation.org/6jf7dr7bx)

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Section: Discussionmentioning

confidence: 99%

Evaluation of a Web-Based E-Learning Platform for Brief Motivational Interviewing by Nurses in Cardiovascular Care: A Pilot Study

Fontaine¹,

Cossette²,

Heppell³

et al. 2016

J Med Internet Res

View full text Add to dashboard Cite

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“…Web‐based learning is also well suited to ED shift work because it allows for the asynchronous delivery of learning material where interns can work through topics in their own time . There is also a growing body of evidence for the effectiveness and participant satisfaction with web‐based learning in medicine . What needs further study is whether a blended‐curriculum that incorporates web‐based material into classroom learning is more effective than classroom‐only learning for emergency medicine education.…”

Section: Introductionmentioning

confidence: 99%

Enhancing intern emergency medicine education using a combined didactic and web‐based learning curriculum: The EDGE programme

Windish

Stuart

Cruz

et al. 2019

Emerg Medicine Australasia

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Objective To assess the effectiveness of an education programme that integrates web‐based learning into classroom sessions. Methods This prospective study involved a convenience sample of ED interns rotating at two study site hospitals between April 2015 and January 2017. Interns undertook weekly ED classroom‐based education and were given access to a web‐based learning resource with completion being voluntary. To assess change in medical knowledge multiple choice examinations were administered during week 1 and week 10 of the term. The study's primary end‐point was the effect of the web‐based resource on participants' knowledge. The median % of online modules completed by participants (75%) was used as a cut‐off to create two groups. The % improvement between the test scores at week 1 and week 10 of each group were then compared. Intern satisfaction with the programme was also assessed using a satisfaction survey. Results The average examination score for all participants was significantly higher at week 10 than week 1 (80% vs 68%; P < 0.001). The primary end‐point, % improvement between the week 1 and week 10 scores of those that completed ≤75% of web‐based modules (mean 16%; 95% CI 12–20%) and those that completed >75% of web‐based modules (mean 27%; 95% CI 20–34%), showed a statistically significant difference (P = 0.03). Interns surveyed were also highly satisfied with programme. Conclusions This blended curriculum that integrates a web‐based resource into classroom learning shows promise in enhancing intern emergency medicine education.

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“…[4][5][6][7][8][9][10] Many training programs incorporate simulation and online modules to standardize exposure. [11][12][13][14][15][16][17][18][19][20] Web-based modules and lectures can supplement clinical experience, most effectively when used in conjunction with face-to-face instruction. 21 An alternative strategy is the use of spaced education, which is the interval presentation of educational material over a prescribed period of time.…”

mentioning

confidence: 99%

A Randomized Educational Interventional Trial of Spaced Education During a Pediatric Rotation

House

Monuteaux

Nagler

2017

AEM Education and Training

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Objective: Spacing of educational material over time has been shown to improve learning efficiency and long-term knowledge retention. We evaluated the impact of adding a spaced education curriculum to a month-long pediatric rotation.Methods: This was a randomized controlled educational intervention trial of residents on a rotation in a pediatric emergency department. Participants were randomized to the standard curriculum or the standard curriculum with integrated spaced education. The intervention used an automated platform to electronically deliver questions to user e-mail or mobile devices and provided instant feedback. Our primary outcome was proportion of correctly answered questions following the rotation. Our secondary outcomes included test performance at 3 months, change in clinical confidence, and satisfaction with the spaced learning. Learner opinion of the platform was assessed by postrotation survey.Results: Of 194 eligible trainees, 122 were enrolled and randomized. A total of 107 of the enrolled residents (88%) completed the immediate postrotation assessment, 48 of whom received spaced education. Sixty residents completed the 3-month follow-up. There were no differences between the control and intervention groups in baseline knowledge. The intervention group performed better than the control group on the postrotation assessment (mean difference = 5.4%, 95% confidence interval = 0.1-10.7) when controlled for didactic attendance and clinical exposure. Change in confidence did not differ between groups. Eighty-seven percent of spaced education learners would participate in a similar model in the future. Conclusion:Spaced education during a pediatric emergency medicine rotation is an effective adjunct to a standard curriculum. Participants showed improvement on postrotation knowledge performance and enjoyed this educational approach.T he standard residency education prescribed by the Accreditation Council for Graduate Medical Education (ACGME) incorporates bedside teaching and didactic curricula.1-3 Studies capturing resident experience have shown gaps in clinical exposure.4-10 Many training programs incorporate simulation and online modules to standardize exposure. [11][12][13][14][15][16][17][18][19][20] Web-based modules and lectures can supplement clinical experience, most effectively when used in conjunction with face-to-face instruction. 21 An alternative strategy is the use of spaced education, which is the interval presentation of educational material over a prescribed period of time. Studies of surgical residents and medical students have demonstrated that spaced education initiatives spanning months to years improve learning efficiency and longterm knowledge retention. [22][23][24][25][26][27][28] Web-based spaced education may be an effective approach for residents on an emergency medicine rotation with asynchronous clinical schedules.

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Pediatric Emergency Medicine Asynchronous E-learning: A Multicenter Randomized Controlled Solomon Four-group Study

Cited by 53 publications

References 36 publications

Evaluation of a Web-Based E-Learning Platform for Brief Motivational Interviewing by Nurses in Cardiovascular Care: A Pilot Study

Evaluation of a Web-Based E-Learning Platform for Brief Motivational Interviewing by Nurses in Cardiovascular Care: A Pilot Study

Enhancing intern emergency medicine education using a combined didactic and web‐based learning curriculum: The EDGE programme

A Randomized Educational Interventional Trial of Spaced Education During a Pediatric Rotation

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