Impact of Asynchronous Training on Radiology Learning Curve among Emergency Medicine Residents and Clerkship Students

Pourmand, Ali; Woodward, Christina; Shokoohi, Hamid; King, Jordan B.; Taheri, M. Reza; King, Jackson; Lawrence, Christopher

doi:10.7812/tpp/17-055

Cited by 8 publications

(13 citation statements)

References 16 publications

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“…However, it is acknowledged that eLearning is only part of the training solution, as procedural and interpretative aspects must also be practiced in the VFSS clinic alongside an expert mentor. As demonstrated in other fields of healthcare (Goldberg et al 2006, Pourmand et al 2018 and other dysphagia-related training (Brady et al 2018, Dziewas et al 2017, eLearning can deliver foundation learning to complement and potentially expedite practical training. Recent research has highlighted the potential for telepractice models to facilitate live delivery (Burns et al 2016) analysis and interpretation (Burns et al 2016, Malandraki et al 2011 of VFSS.…”

Section: Discussionmentioning

confidence: 99%

“…2006, Pourmand et al . 2018) and other dysphagia‐related training (Brady et al . 2018, Dziewas et al .…”

Section: Discussionmentioning

confidence: 99%

“…eLearning is acknowledged as an effective method of healthcare training, offering easier access to learning Speech-language pathologists' perceptions of a VFSS eLearning program 259 and facilitating change in learners' knowledge, skills and behaviour (Cook et al 2008, Nipp et al 2014, Pourmand et al 2018, Rosser et al 2000. A meta-analysis of educational outcomes of internet-based learning for health professions revealed that eLearning can deliver results comparable with traditional teaching methods (Cook et al 2008).…”

Section: Introductionmentioning

confidence: 99%

“…A meta-analysis of educational outcomes of internet-based learning for health professions revealed that eLearning can deliver results comparable with traditional teaching methods (Cook et al 2008). In radiology studies, doctors have achieved improved accuracy identifying anatomical abnormalities on radiographs following eLearning training (Geller et al 2014, Pourmand et al 2018. Scholten and Russell (2000) used multimedia capabilities of eLearning to teach SLT students swallowing anatomy and physiology underscoring how animation facilitates students' deeper understanding of the dynamic complexities of dysphagia, whilst interactive learning materials support reflection, decision-making and clinical problem solving.…”

Section: Introductionmentioning

confidence: 99%

“…2014, Pourmand et al . 2018). Scholten and Russell (2000) used multimedia capabilities of eLearning to teach SLT students swallowing anatomy and physiology underscoring how animation facilitates students’ deeper understanding of the dynamic complexities of dysphagia, whilst interactive learning materials support reflection, decision‐making and clinical problem solving.…”

Section: Introductionmentioning

confidence: 99%

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Speech–language therapists’ perceptions of an eLearning program to support training in videofluoroscopic swallow studies

Burns

Taubert

Ward

et al. 2021

Intl J Lang & Comm Disor

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Background: Speech-language therapists (SLTs) seek a range of educational opportunities for training in adult videofluoroscopic swallow studies (VFSS). However, variable training methods and/or unequal access to training can influence VFSS practice. Aims: To document current SLT needs and barriers to VFSS training and to determine if a new beginner-level VFSS eLearning program would assist to meet their training needs. The program incorporated multimedia modules on preparing, conducting, interpreting and reporting VFSS. Methods & Procedures: SLTs with limited experience in adult VFSS completed surveys relating to VFSS training experience and barriers, and perceived changes in knowledge, skills and confidence on core VFSS module topics pre-(n = 36) and post-(n = 32) eLearning training. Outcomes & Results: Inconsistent access to VFSS training opportunities and time-related work pressures were reported as the greatest training barriers. SLTs viewed the eLearning program as a suitable option for VFSS training. Post-training, participants perceived they gained confidence, as well as improved knowledge and skills in all VFSS aspects along with generalised benefits for dysphagia management. SLTs indicated that key benefits of the eLearning program were its comprehensive content and self-directed learning with multimedia tools, which afforded theoretical and practical learning opportunities. Conclusions & Implications: The eLearning program offered SLTs free access to beginner-level adult VFSS training, meeting many identified training needs and providing a foundation from which to develop further practical knowledge and skills within a VFSS clinic setting.

show abstract

Section: Discussionmentioning

confidence: 99%

“…2006, Pourmand et al . 2018) and other dysphagia‐related training (Brady et al . 2018, Dziewas et al .…”

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Speech–language therapists’ perceptions of an eLearning program to support training in videofluoroscopic swallow studies

Burns

Taubert

Ward

et al. 2021

Intl J Lang & Comm Disor

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Filling the Core EPA 10 assessment void: A framework for individual assessment of Core Entrustable professional activity 10 competencies in medical students

Miller

Gibb

Caretta‐Weyer

et al. 2022

AEM Education and Training

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Objectives:The goal of this study was to develop and evaluate a novel curriculum and assessment tool for Core Entrustable Professional Activity (EPA) 10 competencies and entrustment scoring in a cohort of medical students in their emergency medicine (EM) clerkship using a framework of individualized, ad hoc, formative assessment.Core EPA 10 is an observable workplace-based activity for graduating medical students to recognize a patient requiring urgent or emergent care and initiate evaluation and management.Methods: This is a prospective, pretest-posttest study of medical students during their EM clerkship. Using the Thomas and Kern framework, we created a curriculum of simulation cases about chest pain/cardiac arrest and respiratory distress, which included novel assessment checklists, and instructional videos about recognizing and managing emergencies. Students were individually pretested on EPA 10 competencies using the simulation cases. Two raters scored students using standardized checklists. Students then watched instructional videos, underwent a posttest with the simulation cases, and were scored again by the two raters using the checklists.Differences between pretest and posttest scores were analyzed using paired t-tests and Wilcoxon signed-rank tests.Results: Seventy-three out of 85 (86%) students completed the curriculum. Mean scores from pretest to final posttest in the chest pain/cardiac arrest and respiratory distress cases significantly improved from 14.8/19 (SD 1.91), to 17.1/19 (SD = 1.00), t(68) = 10.56, p < 0.001, and 8.5/13 (SD 1.79), to 11.1/13(SD 0.89), t(67) = 11.15, p < 0.001, respectively. The kappa coefficients were 0.909 (n = 2698, p < 0.001) and 0.931 (n = 1872, p < 0.001). Median modified Chen entrustment scores improved from 1b (i.e., "Watch me do this") to 2b (i.e., "I'll watch you") for the chest pain/cardiac arrest case (p < 0.001) and 1b/2a (i.e., "Watch me do this"/ "Let's do this together") to 3a (i.e. "You go ahead, and I'll double-check all of your findings") for the respiratory distress case (p < 0.001). Conclusion:A new directed curriculum of standardized simulation cases and asynchronous instructional videos improved medical student performance in EPA 10

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Learning curve for endoscopic evaluation of vocal folds lesions with narrow band imaging

Žůrek

Rzepakowska

Osuch‐Wójcikiewicz

et al. 2019

Brazilian Journal of Otorhinolaryngology

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Impact of Asynchronous Training on Radiology Learning Curve among Emergency Medicine Residents and Clerkship Students

Cited by 8 publications

References 16 publications

Speech–language therapists’ perceptions of an eLearning program to support training in videofluoroscopic swallow studies

Speech–language therapists’ perceptions of an eLearning program to support training in videofluoroscopic swallow studies

Filling the Core EPA 10 assessment void: A framework for individual assessment of Core Entrustable professional activity 10 competencies in medical students

Learning curve for endoscopic evaluation of vocal folds lesions with narrow band imaging

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