Kalra Seema, Nelson Y, Dave Pratima, Wadhwa Rachna
Department of Anesthesiology and Critical Care, IGESI Hospital, Jhilmil, Delhi, UCMS and GTB Hospital, Delhi, India.
J Anaesthesiol Clin Pharmacol. 2011 Oct;27(4):506-10. doi: 10.4103/0970-9185.86596.
Inching toward optimum patient safety by training personnel is the prime aim of the ongoing medical education.
To assess whether lectures targeted to improve quality care in ICU could improve ICU practitioners' knowledge levels and to evaluate the effectiveness of teaching.
In this paired controlled trial, 50 ICU practitioners, i.e., anesthesia and medicine residents and nursing staff of our hospital attended a series of four lectures.
Participants enrolled in the study attended lectures on bundles of changes in ICU, namely, introduction, ventilator bundle, central line bundle, and catheter-related blood stream infections and severe sepsis bundle. They were given a questionnaire of 15 multiple choice questions prior to and after the lectures. We evaluated their immediate knowledge acquisition and retention recall. Subsequently, they evaluated the effectiveness of the teaching programme by a questionnaire of 10 multiple choice questions.
Data for statistical analysis were tabulated and analyzed using SPSS-Pc 11.5 version software.
Fifty study participants completed all three questionnaires. There was an increase in the overall mean score in the post-lecture test (4.58 + 1.51 SD) (P < 0.001). Overall mean score increased significantly from 8.30 + 1.34 SD in THE pre-lecture test - to 12.02 + 1.61 SD in the postlecture re-test (3.72 + 1.39 SD) (P < 0.001). In the evaluation of teaching effectiveness 88% respondents agreed to most of the questions, signifying the effectiveness of the lectures. However, there were 10% who disagreed to the questions and only 2% strongly disagreed to all the questions.
Teaching programmes such as the "bundle of changes" are effective in improving immediate knowledge acquisition and retention recall of the participants if designed keeping the target audience in mind.
通过培训人员逐步实现最佳患者安全是当前医学教育的主要目标。
评估旨在提高重症监护病房（ICU）护理质量的讲座是否能提高ICU从业者的知识水平，并评估教学效果。
在这项配对对照试验中，我院的50名ICU从业者，即麻醉科和内科住院医师以及护理人员参加了一系列四场讲座。
参与研究的人员参加了关于ICU一系列变革措施的讲座，即引言、呼吸机相关措施、中心静脉导管相关措施以及导管相关血流感染和严重脓毒症相关措施。在讲座前后，他们接受了一份包含15道多项选择题的问卷。我们评估了他们即时的知识获取情况和记忆保持情况。随后，他们通过一份包含10道多项选择题的问卷评估了教学计划的有效性。
用于统计分析的数据进行列表整理，并使用SPSS-Pc 11.5版本软件进行分析。
50名研究参与者完成了所有三份问卷。讲座后测试的总体平均分有所提高（4.58 + 1.51标准差）（P < 0.001）。总体平均分从讲座前测试的8.30 + 1.34标准差显著提高到讲座后重新测试的12.02 + 1.61标准差（3.72 + 1.39标准差）（P < 0.001）。在教学效果评估中，88%的受访者对大多数问题表示认同，表明讲座是有效的。然而，有10%的人不同意这些问题，只有2%的人强烈反对所有问题。
如果在设计“一系列变革措施”这样的教学计划时考虑到目标受众，那么它在提高参与者即时的知识获取和记忆保持方面是有效的。
