Developing Effective Web-Based Regional Anesthesia Education

Kopp, Sandra L.; Smith, Hugh M.

doi:10.1097/aap.0b013e3182204d8c

Cited by 23 publications

(7 citation statements)

References 21 publications

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“…According to McKimm [ 9 ], the fundamental attributes of a web-based nursing program can be listed as follows: (a) the coursework, notices, and the time-table structure; (b) the study material like the presentations and handouts; (c) the curriculum framework; (d) discussion sessions and establishing communication via email; (e) regular assessment activities; (f) student management programs like tracking performance, records, and marksheets; and (g) referring to the available online library, database, and articles. Additionally, the mode of teleconference [ 10 ], case study-based learning methods [ 11 ], and the online credit-oriented coursework [ 12 ] are some crucial procedures used in the web-based nursing education programs.…”

Section: Introductionmentioning

confidence: 99%

Evaluating Evidences of Effectiveness in Web-Based Nursing Education Program

Wang

2021

Computational and Mathematical Methods in Medicine

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Background. Web-based education programs are essential in every field of learning, and in nursing coursework, they can contribute towards behavioral development. It is found that emerging approach of web-based nursing programs is overpowering the traditional education methods and provides flexibility in learning and training programs. Therefore, it is considered as a promising medium of learning which can take over the traditional methods because of its effectiveness. Objective. A systematic review and meta-analysis was performed for analysis of efficiency and effectiveness of web-based nursing education. This study is aimed at evaluating the evidences which evaluate the effectiveness of the web-based nursing education programs. Material and Methods. Studies were selected from 2008 to 2020 available from various global databases like PubMed, Embase, CINAHL, ProQuest, and Cochrane Library. Results. Five studies were selected for analysis where the results demonstrated no significant difference in the effectiveness of use of web-based nursing educational programs. Conclusion. More evidences are required for supporting the efficiency and effectiveness of use of web-based programs for nursing education. Hence, more research is required for evaluating the length of nursing education, evaluating practice-based clinical aspects like success ratio for outcomes of study, type of patients handled, and severity of cases handled for better outcomes.

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Section: Introductionmentioning

confidence: 99%

Evaluating Evidences of Effectiveness in Web-Based Nursing Education Program

Wang

2021

Computational and Mathematical Methods in Medicine

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“…Our findings are consistent with prior studies of WBL which demonstrated higher satisfaction and higher evaluation scores overall with WBL compared to text-based materials. 11 , 22 Additionally, sufficient evidence has demonstrated that well-designed WBL can enhance learner's confidence. 22 …”

Section: Discussionmentioning

confidence: 99%

“… 18 – 20 Additionally, multiple anesthesiology-based studies have shown the benefit of offering online lectures and videos, in combination with case-based approaches. 21 , 22 However, to our knowledge, there are not any studies discussing the feasibility of implementing an online WBL module for endotracheal intubation in the field of EM.…”

Section: Introductionmentioning

confidence: 99%

Impact of a Focused Online Teaching Module on Airway Intervention: Can an Online Teaching Module Enable Knowledge Acquisition and Increased Confidence in Airway Management?

Briggs,

Kalra,

Masneri

et al. 2023

Journal of Medical Education and Curricular Development

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OBJECTIVE Teaching procedural skills via digital platforms is challenging. There is a paucity of literature on the feasibility of implementing an online asynchronous web-based learning (WBL) module for endotracheal intubation in Emergency Medicine. Learners completed a pre-test questionnaire prior to reviewing the module to assess their current knowledge. After completion of the online module, another assessment on airway management competency was completed. The purpose of our pilot study was to determine the feasibility of implementing an online airway module and investigate knowledge acquisition among learners who completed it. Additionally, we compared the relationship between pre-module confidence and knowledge between various training levels of those who completed the module. METHODS The study was IRB exempt. We conducted a quasi-experimental pre- and post-test study, where learners took a multiple-choice question-based test before watching content module, and after completion of modules, they went on to complete post-test questions. All responses were collected using Google survey and the data were collected over a period of 6 months. We performed descriptive statistics for the pre- and post-module. Frequency distribution was used for data summarization and chi-square test was used to assess the difference between variables. RESULTS We received 366 responses in the pre-test module and 105 in post-test module. Responses were summarized into 5 broad categories which assessed knowledge about airway technique, anatomical landmarks, formulas for selecting blade size, tube size, depth of tube, and case-based scenarios. All questions showed a higher percentage of correct answers in the post-assessment compared to the pre-assessment. CONCLUSION The results demonstrated that this WBL airway module resulted in significant knowledge acquisition, as well as increased confidence when approaching airway management. The study demonstrated that a WBL airway module is a feasible method of asynchronous education for healthcare providers in all levels of training.

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“…Given the varying structures of the PGY-1 year, and the increasing appeal of structured education in light of restrictive duty hours, online-based anesthesiology education has garnered increasing interest among training programs and residents alike [15][16][17] . Although a handful of anesthesiology residencies have introduced online education for PGY-1 residents, a literature search failed to reveal any studies evaluating the efficacy and impact of such education.…”

Section: Discussionmentioning

confidence: 99%

Assessing the Efficacy of an Online Preoperative Evaluation Course for PGY-1 Anesthesiology Residents

2019

JEPM

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Background:The impact of an online postgraduate year (PGY-1) education program on anesthesiology resident knowledge base, anxiety, or preparedness has not been described previously. The literature shows resident knowledge of perioperative care is lower than expected. Methods:The Johns Hopkins Preoperative Evaluation and Anesthesia Course was designed as an 8 module, 8 month online academic curriculum for the program's PGY-1 class. Each module includes a pretest, topic synopsis, lecture video, moderated case discussion and a posttest. All PGY-1 residents entering the program in July 2012 were eligible to participate. Residents starting in July 2010 served as the control group. A survey was administered to measure self-assessed knowledge of and comfort with components of preoperative anesthesia care and perceived anxiety about starting the clinical anesthesia year. Additional outcome measures included performance on the pretest and postmodule tests and Anesthesia Knowledge Test scores from day 1 of Clinical Anesthesia year 1 (CA-1, PGY-2) orientation. Statistical analysis included independent t tests, the Mann-Whitney test, and sensitivity analyses. Results:Residents in the intervention group showed an improvement of 16.25 to 39.60 percentage points between the pretest and posttest in each of the 8 subjects (P < .0001 in every subject). The intervention group median score was 24 percentile points higher on the Anesthesia Knowledge Test as compared with the control group (P = .0488; lower 95% CI, 9.92). Significant improvement was also seen across measures including comfort advising about medications (P < .0001), understanding of coexisting disease (P < .0001), comfort assessing patient airway (P = .0002), and anxiety about starting PGY-2 year (P = .0116). Conclusions:We have demonstrated significantly positive impact of a comprehensive, longitudinal online, asynchronous, multimodal educational intervention on PGY-1 residents using objective and subjective data.

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Developing Effective Web-Based Regional Anesthesia Education

Cited by 23 publications

References 21 publications

Evaluating Evidences of Effectiveness in Web-Based Nursing Education Program

Evaluating Evidences of Effectiveness in Web-Based Nursing Education Program

Impact of a Focused Online Teaching Module on Airway Intervention: Can an Online Teaching Module Enable Knowledge Acquisition and Increased Confidence in Airway Management?

Assessing the Efficacy of an Online Preoperative Evaluation Course for PGY-1 Anesthesiology Residents

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