An Exploratory Study of a Novel Adaptive e-Learning Board Review Product Helping Candidates Prepare for Certification Examinations

Healy, Michael; Axelsson, Carl Gustaf Stefan; Wongsirimeteekul, Praelada; Hamnvik, Ole-Petter R; O'Rourke, Matthew; Feinstein, Roger; Steeves, Ruth; Phitayakorn, Roy

doi:10.15694/mep.2018.0000162.1

Cited by 3 publications

(3 citation statements)

References 11 publications

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“…The team reviewed commercially available online, self-paced, question bank platforms and evaluated the published literature to select their project’s platform. No article directly addressed the use for supplementing a single module, but one platform demonstrated success when used both for remediation [ 3 ] and for ABIM-CE prep satisfaction surveys [ 4 ], The NEJM Knowledge Plus’ pulmonary module thus was selected. This platform captures individual medical knowledge improvement, degree of mastery of the key points, and confidence (metacognitive metric) for each answer (supplement 1) and permits monitoring of individual attention and performance in real time.…”

Section: Methodsmentioning

confidence: 99%

The use of the NEJM knowledge + online platform to supplement traditional pulmonary didactic: a resident-led educational quality improvement project at a community hospital IM GME program

Kaell

Sangwan

Boryushkina

et al. 2021

Journal of Community Hospital Internal Medicine Perspectives

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Introduction: Many internal medicine residents struggle to prepare for both the ITE and board test. Most existing resources are simply test question banks that are not linked to existing supporting literature from which they can study. Additionally, program directors are unable to track how much time residents are spending or performing on test preparation. We looked to evaluate the benefit of using this online platform to augment our pulmonary didactics and track time and performance on the pulmonary module and ITE pulmonary section. Method: During the month-long live didactic sessions, residents had free access to the pulmonology NEJM K+ platform. A platform-generated post-test was administered with new questions covering the same key elements, including the level of confidence metametric. An anonymous feedback survey was collected to assess the residents' feelings regarding using the NEJM Knowledge+ platform as compared to other prep resources. Results: 44 of 52 residents completed the pre-test. 51/52 completed the month-long didactic sessions and the post-test. Residents' score improvement from % correct pre-test (M = 46.90, SD = 15.31) to % correct post-test (M = 76.29, SD = 18.49) correlated with levels of mastery (t = 9.60, df = 41, p < .001). The % passing improved from 1/44 (2.3%) pre-test to 35/51 (68.6%) post-test, also correlating with levels of mastery. Accurate confidence correlated with improvement from pre to post test score (r = −51, p = .001). Survey feedback was favorable.

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Section: Methodsmentioning

confidence: 99%

The use of the NEJM knowledge + online platform to supplement traditional pulmonary didactic: a resident-led educational quality improvement project at a community hospital IM GME program

Kaell

Sangwan

Boryushkina

et al. 2021

Journal of Community Hospital Internal Medicine Perspectives

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“…An adaptive E‐learning program 25 (Area9 Lyceum ApS, Denmark 26 ) was used to create three modules in airway management: (a) Preoperative planning, (b) Optimization of basic techniques, and (c) Advanced techniques. The adaptive E‐learning program was built on detailed learning objectives each covered by a learning resource and at least one question.…”

Section: Methodsmentioning

confidence: 99%

Anesthesiologists’ airway management expertise: Identifying subjective and objective knowledge gaps

Bessmann

Rasmussen

Konge

et al. 2020

Acta Anaesthesiol Scand

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Background Failure in airway management continues to cause preventable patient harm, and the recommended continuing education is challenged by anesthesiologists’ unknown knowledge gaps. This study aimed to identify anesthesiologists’ subjective and objective knowledge gaps as well as areas where anesthesiologists are incorrect and unaware. Methods An adaptive E‐learning program with 103 questions on adult airway management was used for subjective and objective assessment of anesthesiologists’ knowledge. All anesthesiologists in the Capital Region of Denmark were invited to participate. Results The response rate was 67% (191/285). For preoperative planning, participants stated low confidence (subjective assessment) regarding predictors of difficult airway management in particular (69.1%‐79.1%). Test scores (objective assessment) were lowest for obstructive sleep apnea as a predictor of difficult airway management (28.8% correct), with participants being incorrect and unaware in 33.5% of the answers. For optimization of basic techniques, the lowest confidence ratings related to patient positioning and prediction of difficulties (57.4%‐83.2%), which agreed with the lowest test scores. Concerning advanced techniques, videolaryngoscopy prompted the lowest confidence (72.4%‐85.9%), while emergency cricothyrotomy resulted in the lowest test scores (47.4%‐67.8%). Subjective and objective assessments correlated and lower confidence was associated with lower test scores: preoperative planning [r = −.58, P < .001], optimization of basic techniques [r = −.58, P = .002], and advanced techniques [r = −.71, P < .001]. Conclusion We identified knowledge gaps in important areas of adult airway management with differing findings from the subjective and objective assessments. This underlines the importance of objective assessment to guide continuing education.

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“…The adaptive e-learning program used by the ILAE Academy was developed using state-of-the-art expertise provided by Area 9 Lyceum (https://en.wikipedia. org/wiki/Area9_Lyceum [21]). This self-directed e-learning concept will address learning objectives that are highly relevant to the Level 2 course program but may not be fully covered by the case-based elearning modules.…”

Section: The Level 2 Teaching Portfoliomentioning

confidence: 99%

A structured, blended learning program towards proficiency in epileptology: the launch of the ILAE Academy Level 2 Program

Blümcke,

Biesel,

Bedenlier

et al. 2022

Epileptic Disorders

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The ILAE Academy is the online learning platform of the International League Against Epilepsy (ILAE) and offers a structured educational program addressing the competency-based ILAE curriculum in epileptology. The platform was launched in July 2020 with a self-paced course portfolio of interactive e-learning modules addressing ILAE Level 1 learning objectives, defined as the entry level in epileptology. Using feedback questionnaires from completed Level 1 courses as well as sociodemographic and learning-related data obtained from 47 participants, we show that over 50% of learners have an entry level in epileptology and do not have access to on-site training and over 40% do not have access to on-site training. Most respondents found the case-based e-learning modules relevant to their practice needs, and the time for completion was regarded as viable for most, reiterating the value of an online self-paced training in the field. Participants who have successfully completed all compulsory e-learning material of the Level 1 program and received their final certificate will now be eligible to subscribe to the Level 2 program. The Level 2 program addressing the proficiency level of the ILAE curriculum of epileptology was launched on the ILAE Academy platform in May 2022. The Level 2 program will offer an evolving series of self-paced, interactive, case-based e-learning modules on diagnosis, treatment, and counseling of common as well as rare epilepsies at a higher level of care. An interactive online EEG and MRI reader was developed and is embedded into the course content to satisfy the demands of the learners. The hallmark of this level will be the blended learning with tutored online courses, e.g., the established VIREPA courses on EEG and the newly introduced VIREPA MRI program. Our distinguished faculty will hold live tutored online courses in small groups in various languages and continental time zones. Finally, the ILAE face-to-face curricular teaching courses at summer schools and congresses will represent another pillar of this advanced teaching level. The ILAE Academy will also provide Continuing Medical Education (CME) credits to support career planning in epileptology.

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An Exploratory Study of a Novel Adaptive e-Learning Board Review Product Helping Candidates Prepare for Certification Examinations

Cited by 3 publications

References 11 publications

The use of the NEJM knowledge + online platform to supplement traditional pulmonary didactic: a resident-led educational quality improvement project at a community hospital IM GME program

The use of the NEJM knowledge + online platform to supplement traditional pulmonary didactic: a resident-led educational quality improvement project at a community hospital IM GME program

Anesthesiologists’ airway management expertise: Identifying subjective and objective knowledge gaps

A structured, blended learning program towards proficiency in epileptology: the launch of the ILAE Academy Level 2 Program

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