Brady Susan L, Rao Noel, Gibbons Patricia J, Williams Letha, Hakel Mark, Pape Theresa
Quality and Research Department, Marianjoy Rehabilitation Hospital, Wheaton, IL, USA.
Medical Residency Department, Marianjoy Rehabilitation Hospital, Wheaton, IL, USA.
Adv Med Educ Pract. 2018 Jun 12;9:433-441. doi: 10.2147/AMEP.S142947. eCollection 2018.
The aim of this study was to evaluate the comparative effectiveness of an online, interdisciplinary, interactive course designed to increase the ability to accurately interpret the fiberoptic endoscopic exam of the swallow (FEES) procedure to traditional, face-to-face (F2F) lectures for both graduate medical education (GME) and graduate speech language pathology (GSLP) programs.
This was a prospective, quantitative, nonrandomized study. Participants were medical residents in physical medicine and rehabilitation from two affiliated programs and graduate students in speech language pathology from two instructional cohorts at a single institution. Group 1, traditional group (n=51), participated in F2F lectures using an audience response system, whereas Group 2, online group (n=57), participated in an online, interactive course. The main outcome measure was pre- and post-course FEES knowledge test scores.
For Group 1, the mean pre-course score was 26.94 (SD=3.24) and the post-course score was 34.96 (SD=2.51). Differences between pre- and post-course scores for Group 1 were significant (=-16.38, ≤0.0001). For Group 2, the mean pre-course score was 27.05 (SD=2.74) and the post-course score was 34.05 (SD=2.84). Differences between pre- and post-course scores for Group 2 were significant (=-13.5, ≤0.0001). The mean knowledge change score for Group 1 and Group 2 was 8.01 (SD=3.50) and 7.04 (SD=3.91), respectively (nonsignificant, =1.372, =0.173), suggesting groups made similar gains.
Incorporating technology into GME and GSLP programs yielded comparable gains to traditional lectures. Findings support the use of online education as a viable alternative to the traditional F2F classroom format for the instruction of the cognitive component of the FEES procedure.
本研究旨在评估一门在线、跨学科、互动课程与传统面对面讲座相比，在提高研究生医学教育（GME）和研究生言语语言病理学（GSLP）项目中准确解读吞咽光纤内镜检查（FEES）程序能力方面的效果。
这是一项前瞻性、定量、非随机研究。参与者为来自两个附属项目的物理医学与康复医学住院医师以及来自同一机构两个教学队列的言语语言病理学研究生。第1组为传统组（n = 51），使用观众反应系统参加面对面讲座；而第2组为在线组（n = 57），参加在线互动课程。主要结局指标为课程前后的FEES知识测试分数。
对于第1组，课程前平均分数为26.94（标准差 = 3.24），课程后分数为34.96（标准差 = 2.51）。第1组课程前后分数差异显著（=-16.38，≤0.0001）。对于第2组，课程前平均分数为27.05（标准差 = 2.74），课程后分数为34.05（标准差 = 2.84）。第2组课程前后分数差异显著（=-13.5，≤0.0001）。第1组和第2组的平均知识变化分数分别为8.01（标准差 = 3.50）和7.04（标准差 = 3.91）（无显著差异，=1.372，=0.173），表明两组取得了相似的进步。
将技术融入GME和GSLP项目所取得的进步与传统讲座相当。研究结果支持将在线教育作为传统面对面课堂形式的可行替代方案，用于FEES程序认知部分的教学。
