Children's Hospital of the King's Daughters, Norfolk, VA.
From the Children's National Health System, Washington, DC.
Pediatr Emerg Care. 2021 Dec 1;37(12):e1070-e1074. doi: 10.1097/PEC.0000000000001902.
Guidelines exist for care of pediatric sepsis, but no study has assessed the benefit of electronic learning (eLearning) in this topic area. The objective of this multicenter study was to assess knowledge acquisition and retention for pediatric sepsis across multiple health care provider roles, using an adaptive and interactive eLearning module.
The study used pretest, posttest, and 90-day delayed test scores to evaluate provider knowledge after an adaptive and interactive eLearning module intervention. The eLearning module contained conditional logic-based assessments that allowed real-time adjustments of the displayed content according to each participant's demonstrated knowledge. Physicians, nurses, and advanced practice providers, primarily emergency department based, at 9 pediatric institutions were included. Changes in test scores were stratified by provider role.
A total of 574 participants completed the posttest, and 296 (51.6%) of those completed the delayed test. Across all providers, there was an increase in test scores of 15.7% between the pretest and posttest (P < 0.001) with a large effect size as measured by Cramer's V. Across all providers, there was an overall test score increase of 5.2% (P < 0.001) between the pretest and delayed test, with a small effect size.
An eLearning module improved immediate and delayed pediatric sepsis knowledge in pediatric health care providers across multiple institutions and provider roles. Immediate knowledge gain was meaningful as indicated by effect sizes, although by the time of the delayed test, the effect was smaller. This module fills an important gap in currently available pediatric sepsis education.
有关儿科脓毒症的护理指南已经存在，但尚无研究评估电子学习（eLearning）在该主题领域中的益处。本多中心研究的目的是使用适应性和互动式电子学习模块评估多个医疗保健提供者角色的儿科脓毒症知识获取和保留情况。
该研究使用前测、后测和 90 天延迟测试分数来评估适应性和互动式电子学习模块干预后提供者的知识。电子学习模块包含基于条件逻辑的评估，根据每个参与者表现出的知识实时调整显示的内容。包括 9 家儿科机构的医生、护士和高级执业医师（主要来自急诊部门）在内的参与者参与了该研究。根据提供者的角色对测试分数的变化进行分层。
共有 574 名参与者完成了后测，其中 296 名（51.6%）参与者完成了延迟测试。在所有提供者中，前测和后测之间的测试分数增加了 15.7%（P<0.001），Cramer's V 衡量的效果大小较大。在所有提供者中，前测和延迟测试之间的总体测试分数增加了 5.2%（P<0.001），效果大小较小。
电子学习模块提高了多个机构和提供者角色的儿科医疗保健提供者对儿科脓毒症的即时和延迟知识。根据效果大小，即时知识的增加是有意义的，尽管在延迟测试时，效果较小。该模块填补了目前儿科脓毒症教育中的一个重要空白。
