Cuca Colleen, Scheiermann Patrick, Hempel Dorothea, Via Gabriele, Seibel Armin, Barth Magnus, Hirche Tim O, Walcher Felix, Breitkreutz Raoul
Ultrasound Regional Network SonoABCD and Frankfurter Institut für Notfallmedizin und Simulationstraining, Fachbereich Medizin der Johann Wolfgang Goethe-Universität, Klinikum der Johann Wolfgang Goethe-Universität, 60528 Frankfurt am Main, Germany.
Emerg Med Int. 2013;2013:145361. doi: 10.1155/2013/145361. Epub 2013 Nov 12.
Background. Lung ultrasound has become an emerging tool in acute and critical care medicine. Combined theoretical and hands-on training has been required to teach ultrasound diagnostics. Current computer technology allows for display, explanation, and animation of information in a remote-learning environment. Objective. Development and assessment of an e-learning program for lung ultrasound. Methods. An interactive online tutorial was created. A prospective learning success study was conducted with medical students using a multiple-choice test (Trial A). This e-learning program was used as preparation for a certified course followed by an evaluation of trained doctors (Trial B) by linear analogue scales. Pretests were compared with postcourse tests and sustainability tests as well as a posttest of a one-day custom classroom training. Results. In Trial A, during the learning success study (n = 29), the increase of correct answers was 11.7 to 17/20 in the post-test and to 16.6/20 in the sustainability test (relative change 45.1%, P < 0.0001). E-learning almost equalled scores of classroom-based training regarding gain and retention of factual knowledge. In Trial B, nineteen participating doctors found a 79.5% increase of knowledge (median, 95% CI: 69%; 88%). Conclusion. The basics of lung ultrasound can be taught in a highly effective manner using e-learning.
背景。肺部超声已成为急重症医学中一种新兴的工具。教授超声诊断需要理论与实践相结合的培训。当前的计算机技术能够在远程学习环境中展示、解释信息并进行动画演示。目的。开发并评估一个肺部超声电子学习项目。方法。创建了一个交互式在线教程。对医学生进行了一项前瞻性学习成效研究，采用多项选择题测试（试验A）。该电子学习项目被用作一门认证课程的预习内容，随后通过线性模拟量表对经过培训的医生进行评估（试验B）。将预测试与课程后测试、持续性测试以及一天定制课堂培训后的测试进行比较。结果。在试验A中，在学习成效研究期间（n = 29），后测中正确答案的增加量从11.7题提高到17/20题，在持续性测试中提高到16.6/20题（相对变化45.1%，P < 0.0001）。就事实性知识的获取和保留而言，电子学习的分数几乎与基于课堂的培训相当。在试验B中，19名参与的医生发现知识增长了79.5%（中位数，95%置信区间：69%；88%）。结论。使用电子学习能够以高效的方式教授肺部超声的基础知识。
