Poon W B, Tagamolila V, Toh Y P, Cheng Z R
Department of Neonatal and Developmental Medicine, Singapore General Hospital, 11 Third Hospital Ave, Singapore 168751.
Singapore Med J. 2015 Mar;56(3):150-6. doi: 10.11622/smedj.2015041.
Various meta-analyses have shown that e-learning is as effective as traditional methods of continuing professional education. However, there are some disadvantages to e-learning, such as possible technical problems, the need for greater self-discipline, cost involved in developing programmes and limited direct interaction. Currently, most strategies for teaching amplitude-integrated electroencephalography (aEEG) in neonatal intensive care units (NICUs) worldwide depend on traditional teaching methods.
We implemented a programme that utilised an integrated approach to e-learning. The programme consisted of three sessions of supervised protected time e-learning in an NICU. The objective and subjective effectiveness of the approach was assessed through surveys administered to participants before and after the programme.
A total of 37 NICU staff (32 nurses and 5 doctors) participated in the study. 93.1% of the participants appreciated the need to acquire knowledge of aEEG. We also saw a statistically significant improvement in the subjective knowledge score (p = 0.041) of the participants. The passing rates for identifying abnormal aEEG tracings (defined as ≥ 3 correct answers out of 5) also showed a statistically significant improvement (from 13.6% to 81.8%, p < 0.001). Among the participants who completed the survey, 96.0% felt the teaching was well structured, 77.8% felt the duration was optimal, 80.0% felt that they had learnt how to systematically interpret aEEGs, and 70.4% felt that they could interpret normal aEEG with confidence.
An integrated approach to e-learning can help improve subjective and objective knowledge of aEEG.
各种荟萃分析表明，电子学习与传统的继续职业教育方法一样有效。然而，电子学习存在一些缺点，如可能出现技术问题、需要更强的自律性、开发课程的成本以及有限的直接互动。目前，全球新生儿重症监护病房（NICU）中大多数振幅整合脑电图（aEEG）教学策略都依赖于传统教学方法。
我们实施了一个利用电子学习综合方法的项目。该项目包括在新生儿重症监护病房进行的三次有监督的受保护时间电子学习课程。通过在项目前后对参与者进行调查来评估该方法的客观和主观有效性。
共有37名新生儿重症监护病房工作人员（32名护士和5名医生）参与了该研究。93.1%的参与者认识到需要掌握振幅整合脑电图知识。我们还发现参与者的主观知识得分有统计学上的显著提高（p = 0.041）。识别异常振幅整合脑电图描记图的通过率（定义为5道题中答对≥3道）也有统计学上的显著提高（从13.6%提高到81.8%，p < 0.001）。在完成调查的参与者中，96.0%认为教学结构良好，77.8%认为时长最佳，80.0%认为他们学会了如何系统地解读振幅整合脑电图，70.4%认为他们能够自信地解读正常的振幅整合脑电图。
电子学习综合方法有助于提高振幅整合脑电图的主观和客观知识。
