先前的播客经验可调节教育播客模块后脑电图评估的改善情况。

Prior Podcast Experience Moderates Improvement in Electroencephalography Evaluation After Educational Podcast Module.

作者信息

Vasilopoulos Terrie, Chau Destiny F, Bensalem-Owen Meriem, Cibula Jean E, Fahy Brenda G

机构信息

From the Department of Anesthesiology, University of Florida, College of Medicine, Gainesville, Florida; Department of Pediatrics, Division of Pediatric Anesthesiology, The Children's Hospital of the King's Daughters, Eastern Virginia Medical School, Norfolk, Virginia; College of Medicine, Department of Neurology, University of Kentucky, Lexington, Kentucky; and Department of Neurology, University of Florida, College of Medicine, Gainesville, Florida.

出版信息

Anesth Analg. 2015 Sep;121(3):791-797. doi: 10.1213/ANE.0000000000000681.

DOI:10.1213/ANE.0000000000000681

PMID:25839181

Abstract

BACKGROUND

There is continued interest in using technology to enhance medical education and the variables that may affect its success.

METHODS

Anesthesiology residents and fourth-year medical students participated in an electroencephalography (EEG) educational video podcast module. A 25-item evaluation tool was administered before any EEG education was provided (baseline), and the podcast was then viewed. Another 25-item evaluation tool was administered after podcast viewing (after podcast). Ten EEG interpretations were completed with a neurophysiologist with an additional 25-item evaluation tool administered after the interpretations (after 10 EEG interpretations). Participants were surveyed concerning technology and podcasting experience before the educational module and their responses to the podcast educational model. Multiple analyses were performed (1) to evaluate differences in improvement in EEG evaluation scores between the podcast module and the standard didactics (control group); and (2) to evaluate potential moderation by technology and the podcast experience on the change in mean EEG evaluation scores from after the podcast module to after 10 EEG interpretations.

RESULTS

A total of 21 anesthesiology residents and 12 fourth-year medical students participated. Scores on the 25-item evaluation tool increased with each evaluation time (P ≤ 0.001). Moderation analyses revealed that individuals with more podcast experience (≥4 previous podcasts) had greater increases in scores after a podcast and 10 EEG interpretations compared with individuals with less experience (≤3 previous podcasts) (P = 0.027). Furthermore, compared with a control group with similar baseline characteristics that received only standard didactics without a podcast, those in the podcast group had greater increases in mean EEG evaluation scores between baseline and after 10 EEG interpretations.

CONCLUSIONS

In reviewing the improvement in EEG evaluation after a podcast education module, those with more podcast experience achieved greater gains in EEG evaluation scores. For EEG education, those receiving the podcast education module showed greater increases in scores compared with those receiving didactic teaching without podcasting, as measured by change in a mean EEG evaluation scores.

摘要

背景

利用技术提升医学教育以及可能影响其成功的变量一直备受关注。

方法

麻醉科住院医师和四年级医学生参与了一个脑电图（EEG）教育视频播客模块。在提供任何EEG教育之前（基线），使用一个包含25个条目的评估工具进行评估，然后观看播客。观看播客后（播客后），再次使用一个包含25个条目的评估工具进行评估。与神经生理学家一起完成10次EEG解读，并在解读后（10次EEG解读后）使用另一个包含25个条目的评估工具进行评估。在教育模块之前，对参与者进行关于技术和播客体验的调查，以及他们对播客教育模式的反应。进行了多项分析：（1）评估播客模块与标准教学法（对照组）之间EEG评估分数改善的差异；（2）评估技术和播客体验对从播客模块后到10次EEG解读后平均EEG评估分数变化的潜在调节作用。

结果

共有21名麻醉科住院医师和12名四年级医学生参与。在每次评估时，25个条目评估工具的分数均有所提高（P≤0.001）。调节分析显示，与经验较少（≤3次之前的播客）的个体相比，有更多播客经验（≥4次之前的播客）的个体在观看播客和进行10次EEG解读后的分数提高幅度更大（P = 0.027）。此外，与仅接受标准教学法而无播客的具有相似基线特征的对照组相比，播客组在基线和10次EEG解读后的平均EEG评估分数提高幅度更大。