Mitchell John D, Mahmood Feroze, Wong Vanessa, Bose Ruma, Nicolai David A, Wang Angela, Hess Philip E, Matyal Robina
Assistant Professor of Anesthesia, Harvard Medical School, Beth Israel Deaconess Medical School, Boston, MA.
Associate Professor of Anesthesia, Harvard Medical School, Beth Israel Deaconess Medical Center, Boston, MA.
J Cardiothorac Vasc Anesth. 2015 Apr;29(2):402-9. doi: 10.1053/j.jvca.2014.07.021. Epub 2014 Nov 14.
Teaching transesophageal echocardiography (TEE) remains challenging. The authors hypothesized that using online modules with live teaching in an echo training course would be feasible and result in superior knowledge acquisition to live teaching only.
In this prospective cohort study, the authors implemented a TEE course with online modules and live teaching and compared it to a live-teaching-only version.
The online-and-live-teaching version of the course consisted of online modules and live sessions at Beth Israel Deaconess Medical Center (BIDMC), an academic medical center. The live-teaching-only version consisted of live sessions at BIDMC.
Course participants included anesthesia trainees at BIDMC.
Trainees taking the online-and-live-teaching version viewed online modules before live review lectures and simulation. Trainees taking the live-teaching-only version viewed live lectures before simulation.
Twenty-seven trainees completed the online-and-live-teaching version; six completed the live-teaching-only version. Trainees took a course exam after the first and last live sessions. For the online-and-live-teaching version, average pretest and posttest scores were 62.0%±13.7% and 77.5%±8.1%, respectively; pretest and posttest passing (≥70%) rates were 29.6% and 85.2%, respectively. Compared to the live-teaching-only version, the average pretest score was not significantly different (p=0.17), but the average posttest score was significantly higher (p=0.01). Trainee comfort with, and knowledge of, TEE increased after both versions. Trainees rated the utility of the live lectures and online modules similarly.
A multimodal TEE curriculum increased trainees' knowledge of TEE concepts and had a positive reception from trainees.
经食管超声心动图（TEE）教学仍然具有挑战性。作者推测，在超声心动图培训课程中使用在线模块并结合现场教学是可行的，并且与仅进行现场教学相比，能使学员获得更优的知识掌握。
在这项前瞻性队列研究中，作者实施了一个包含在线模块和现场教学的TEE课程，并将其与仅进行现场教学的版本进行比较。
该课程的在线及现场教学版本包括在线模块以及在学术医疗中心贝斯以色列女执事医疗中心（BIDMC）的现场课程。仅现场教学版本则仅包括在BIDMC的现场课程。
课程参与者包括BIDMC的麻醉住院医师。
参加在线及现场教学版本的学员在现场复习讲座和模拟之前观看在线模块。参加仅现场教学版本的学员在模拟之前观看现场讲座。
27名学员完成了在线及现场教学版本；6名学员完成了仅现场教学版本。学员在第一次和最后一次现场课程后参加课程考试。对于在线及现场教学版本，平均预测试和后测试分数分别为62.0%±13.7%和77.5%±8.1%；预测试和后测试及格（≥70%）率分别为29.6%和85.2%。与仅现场教学版本相比，平均预测试分数无显著差异（p = 0.17），但平均后测试分数显著更高（p = 0.01）。两种版本之后，学员对TEE的舒适度和知识水平均有所提高。学员对现场讲座和在线模块的实用性评价相似。
多模式TEE课程增加了学员对TEE概念的了解，并受到学员的积极认可。
