From the Women's and Children's Hospital, North Adelaide, South Australia, Australia.
Denver Health Medical Center.
Pediatr Emerg Care. 2020 Jul;36(7):317-321. doi: 10.1097/PEC.0000000000001482.
To assess whether Web-based teaching is at least as effective as traditional classroom didactic in improving the proficiency of pediatric novice learners in the image acquisition and interpretation of pneumothorax and pleural effusion using point-of-care ultrasound (POCUS).
We conducted a randomized controlled noninferiority study comparing the effectiveness of Web-based teaching to traditional classroom didactic. The participants were randomized to either group A (live classroom lecture) or group B (Web-based lecture) and completed a survey and knowledge test. They also received hands-on training and completed an objective structured clinical examination. The participants were invited to return 2 months later to test for retention of knowledge and skills.
There were no significant differences in the mean written test scores between the classroom group and Web group for the precourse test (absolute difference, -2.5; 95% confidence interval [CI], -12 to 6.9), postcourse test (absolute difference, 2.0; 95% CI, -1.4, 5.3), and postcourse 2-month retention test (absolute difference, -0.8; 95% CI, -9.6 to 8.1). Similarly, no significant differences were noted in the mean objective structured clinical examination scores for both intervention groups in postcourse (absolute difference, 1.9; 95% CI, -4.7 to 8.5) and 2-month retention (absolute difference, -0.6; 95% CI, -10.7 to 9.5).
Web-based teaching is at least as effective as traditional classroom didactic in improving the proficiency of novice learners in POCUS. The usage of Web-based tutorials allows a more efficient use of time and a wider dissemination of knowledge.
评估基于网络的教学在提高儿科新手学习者使用即时超声（POCUS）获取和解释气胸和胸腔积液图像的熟练度方面，是否至少与传统的课堂教学一样有效。
我们进行了一项随机对照非劣效性研究，比较了基于网络的教学与传统课堂教学的效果。参与者被随机分配到 A 组（现场课堂讲座）或 B 组（基于网络的讲座），并完成了一项调查和知识测试。他们还接受了实践培训，并完成了一项客观结构化临床考试。邀请参与者在 2 个月后返回测试知识和技能的保留情况。
在课前测试、课后测试和课后 2 个月保留测试中，课堂组和网络组的书面测试平均成绩之间没有显著差异（绝对差异，-2.5；95%置信区间[CI]，-12 至 6.9）、课后测试（绝对差异，2.0；95% CI，-1.4 至 5.3）和课后 2 个月保留测试（绝对差异，-0.8；95% CI，-9.6 至 8.1）。同样，在课后（绝对差异，1.9；95% CI，-4.7 至 8.5）和 2 个月保留（绝对差异，-0.6；95% CI，-10.7 至 9.5）的客观结构化临床考试成绩中，两个干预组之间也没有显著差异。
基于网络的教学在提高 POCUS 新手学习者的熟练度方面至少与传统课堂教学一样有效。基于网络的教程的使用允许更有效地利用时间和更广泛地传播知识。
