Pilot Study Suggests Smartphone Application Knowledge Improves Resident Transesophageal Echocardiography Knowledge: A Randomized Controlled Trial

Linganna, Regina E.; Patel, Saumil; Ghofaily, Lourdes Al; MacKay, Emily J.; Spelde, Audrey E.; Zhou, Elizabeth; Kukafka, Jeremy D.; Feinman, Jared W.; Augoustides, John; Weiss, Stuart J.

doi:10.1053/j.jvca.2019.12.051

Cited by 9 publications

(11 citation statements)

References 22 publications

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“…The characteristics of the included studies are provided in Table 1 . Six of selected studies were carried out in Spain, ( Ferriz-Valero et al, 2020 ; Garcia-Cabot et al, 2019 ; García Iruela & Hijón Neira, 2018 ; Martínez-Jimenez & Ruíz-Jiménez, 2020 ; Pozo-Rico & Sandoval, 2019 ; Segura-Robles et al, 2020 ), five in the USA ( Bawa, 2019 ; Kinder & Kurz, 2018 ; Linganna et al, 2020 ; Sarkar, Ford & Manzo, 2017 ; Shatto, L’Ecuyer & Quinn, 2017 ), two in Turkey ( Asmali, 2018 ; Bilgin & Gul, 2020 ), two in Taiwan ( Lee et al, 2019 ; Hung, 2016 ), two in Greece ( Tsihouridis, Vavougios & Ioannidis, 2017 ; Legaki et al, 2020 ), and only one in the following countries: Malasya ( Lai et al, 2020 ), Korea ( Park et al, 2019 ), Germany ( Sailer & Sailer, 2020 ), England ( Sanchez, Langer & Kaur, 2020 ), Norway ( Wang, Zhu & Sætre, 2016 ) and Thailand ( Wichadee & Pattanapichet, 2018 ). A total of 3,642 students (22 ± 6 years) were selected in the meta-analysis, where 1,877 participated in experimental group (EG) and 1,765 in CG.…”

Section: Resultsmentioning

confidence: 99%

“…Seventeen of the interventions were conducted in university education ( Asmali, 2018 ; Bawa, 2019 ; Bilgin & Gul, 2020 ; Ferriz-Valero et al, 2020 ; Garcia-Cabot et al, 2019 ; García Iruela & Hijón Neira, 2018 ; Hung, 2016 ; Kinder & Kurz, 2018 ; Legaki et al, 2020 ; Martínez-Jimenez & Ruíz-Jiménez, 2020 ; Park et al, 2019 ; Sailer & Sailer, 2020 ; Sanchez, Langer & Kaur, 2020 ; Sarkar, Ford & Manzo, 2017 ; Shatto, L’Ecuyer & Quinn, 2017 ; Wang, Zhu & Sætre, 2016 ; Wichadee & Pattanapichet, 2018 ), three in secondary school ( Lee et al, 2019 ; Segura-Robles et al, 2020 ; Tsihouridis, Vavougios & Ioannidis, 2017 ), one in primary school ( Pozo-Rico & Sandoval, 2019 ), and two interventions were carried out with Junior doctors ( Lai et al, 2020 ; Linganna et al, 2020 ).Various subject disciplines were involved in the reviewed studies including: bussiness courses ( Bawa, 2019 ; Legaki et al, 2020 ; Martínez-Jimenez & Ruíz-Jiménez, 2020 ; Sarkar, Ford & Manzo, 2017 ); English language ( Hung, 2016 ; Park et al, 2019 ; Wichadee & Pattanapichet, 2018 ); technology or computer network systems administration ( García Iruela & Hijón Neira, 2018 ; Tsihouridis, Vavougios & Ioannidis, 2017 ; Wang, Zhu & Sætre, 2016 ); physical education ( Ferriz-Valero et al, 2020 ; Segura-Robles et al, 2020 ); medical sciences ( Lai et al, 2020 ; Linganna et al, 2020 ); nursing ( Kinder & Kurz, 2018 ; Shatto, L’Ecuyer & Quinn, 2017 ); tourism and hospitality ( Asmali, 2018 ); learning environments ( Bilgin & Gul, 2020 ); science master ( Garcia-Cabot et al, 2019 ); educational sciences ( Sailer & Sailer, 2020 ); psychology ( Sanchez, Langer &a...…”

Section: Resultsmentioning

confidence: 99%

“…The intervention of the included studies was carried out mainly with Kahoot, present in twelve studies ( Asmali, 2018 ; Bawa, 2019 ; García Iruela & Hijón Neira, 2018 ; Hung, 2016 ; Kinder & Kurz, 2018 ; Lee et al, 2019 ; Martínez-Jimenez & Ruíz-Jiménez, 2020 ; Sarkar, Ford & Manzo, 2017 ; Shatto, L’Ecuyer & Quinn, 2017 ; Tsihouridis, Vavougios & Ioannidis, 2017 ; Wang, Zhu & Sætre, 2016 ; Wichadee & Pattanapichet, 2018 ). Eight studies were categorized as others ( Lai et al, 2020 ; Bilgin & Gul, 2020 ; Ferriz-Valero et al, 2020 ; Linganna et al, 2020 ; Pozo-Rico & Sandoval, 2019 ; Sailer & Sailer, 2020 ; Sanchez, Langer & Kaur, 2020 ; Segura-Robles et al, 2020 ). The name of the app or program (public access programs for any user at the time the study was carried out) was specified for each study in Table 1 .…”

Section: Resultsmentioning

confidence: 99%

“…A significant effect for EG was found for Kahoot (MD 8.70; CI [5.73–11.68]; P < 0.001; I 2 = 89%). The second section included studies with other programs ( Bilgin & Gul, 2020 ; Ferriz-Valero et al, 2020 ; Lai et al, 2020 ; Linganna et al, 2020 ; Pozo-Rico & Sandoval, 2019 ; Sailer & Sailer, 2020 ; Sanchez, Langer & Kaur, 2020 ; Segura-Robles et al, 2020 ), showed a significant effect for EG (MD 5.10; CI [1.5–8.71], P < 0.001; I 2 = 92%). The greatest overall effect was obtained with the programs designed by educators or researchers themselves ( Garcia-Cabot et al, 2019 ; Legaki et al, 2020 ; Park et al, 2019 ), showed a significant effect for EG, without heterogeneity (MD 10.02; CI [6.05–13.99]; P < 0.001; I 2 = 0%) ( Fig.…”

Section: Resultsmentioning

confidence: 99%

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Effectiveness of real-time classroom interactive competition on academic performance: a systematic review and meta-analysis

Jurado-Castro

Vargas-Molina

Gómez‐Urquiza

et al. 2023

PeerJ Computer Science

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In recent years, different tools have been introduced into the educational landscape to promote active participation and interaction between students and teachers through personal response systems. The evolution of this methodology has allowed students to participate in real-time by answering questions posed. Previous reviews on the effectiveness of real-time classroom interactive competition (RCIC) on academic performance have been performed; however, this research was based only on Kahoot, without considering other RCIC tools or programs. In addition, the RCIC effectiveness at different educational levels and its effect according to the duration of the intervention has not been meta-analytically analyzed until to date. The aim of this meta-analysis was to analyze the RCIC effectiveness in improving academic performance. A search focused on studies from the educational field published from 2010 until September 2022 was performed. Experimental studies with objective and valid data (scores based on tests or exams) were included. From a total of 397 studies considered potentially eligible, 23 studies met the inclusion criteria. The sample was n = 1,877 for the experimental group and n = 1,765 for the control group with an academic improvement in favor to experimental group (MD 7.34; CI [5.31–9.43]; p < 0.001). There was also significant improvement in academic performance when analyzing different educational levels and different tools. In addition, both short-term interventions (two weeks or less in duration) and long-term (from two weeks to one year in duration) were effective. Therefore, RCIC interventions seem to be an effective strategy to improve academic performance.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

Effectiveness of real-time classroom interactive competition on academic performance: a systematic review and meta-analysis

Jurado-Castro

Vargas-Molina

Gómez‐Urquiza

et al. 2023

PeerJ Computer Science

View full text Add to dashboard Cite

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“…Linganna et al developed EchoEducato r , a mobile app with transesophageal echocardiography image-based content, and tested it against traditional intraoperative teaching amongst 18 anesthesiology residents over two weeks (please see figure 2 in Linganna et al [ 32 ] for examples of questions testing pathology and structures as well as the feedback the resident receives). The app group had a greater knowledge increase than the control group (+19.19%, 95% CI 4.14-34.24; P= .02) in an assessment based on the perioperative transesophageal echocardiography exam [ 32 ]. Residents also reported that they would recommend the app to others because of its content customizability and convenience.…”

Section: Discussionmentioning

confidence: 99%

Mobile Applications in Clinical and Perioperative Care for Anesthesia: Narrative Review

Pan¹,

Rong²

2021

J Med Internet Res

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Background The increasing use of smartphones by providers and patients alike demonstrates that digital health utilizing mobile applications has the potential to transform perioperative care and education in anesthesia. Objective This literature review describes the current scope of the use of mobile applications in anesthesiology. Methods Literature was searched using PubMed, Scopus, and clinicaltrials.gov for articles published from January 1, 2010, through April 1, 2020. Only English language studies were included. Articles were included if they examined the use of a mobile health application in the setting of anesthesia or the perioperative (immediate preoperative, intraoperative, and postoperative) period. Studies were excluded if they explored video interventions or did not examine the feasibility or efficacy of the mobile app. Results We included 29 articles, and three areas of clinical functionality were identified: patient-centered care (preoperative, intraoperative, and postoperative), systems-based improvement, and medical education. Several studies demonstrate the feasibility and reliability of mobile apps in these areas, but many are only tested for efficacy in simulated environments or with small patient samples Conclusions Mobile health applications show promise in improving communication between anesthesiologists, improving workflow efficiency, enhancing medical education, and reducing hospital costs. However, there is a need for validation and improvement before full implementation by the provider, patients, and hospital systems. Future studies are needed to demonstrate meaningful health outcomes to create guidelines and recommendations specific to the application of mobile technology to health care.

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Gamification for Synchronous and Asynchronous Learning

Thomas¹,

Baral²

2023

Synchronous and Asynchronous Approaches to Teaching

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Pilot Study Suggests Smartphone Application Knowledge Improves Resident Transesophageal Echocardiography Knowledge: A Randomized Controlled Trial

Cited by 9 publications

References 22 publications

Effectiveness of real-time classroom interactive competition on academic performance: a systematic review and meta-analysis

Effectiveness of real-time classroom interactive competition on academic performance: a systematic review and meta-analysis

Mobile Applications in Clinical and Perioperative Care for Anesthesia: Narrative Review

Gamification for Synchronous and Asynchronous Learning

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