McEvoy Matthew D, Fowler Leslie C, Robertson Amy, Gelfand Brian J, Fleming Geoffrey M, Miller Bonnie, Moore Donald
J Educ Perioper Med. 2021 Jul 1;23(3):E668. doi: 10.46374/volxxiii_issue3_mcevoy. eCollection 2021 Jul-Sep.
Research has demonstrated that active learning, spaced education, and retrieval-based practice can improve knowledge acquisition, knowledge retention, and clinical practice. Furthermore, learners prefer active learning modalities that use the testing effect and spaced education as compared to passive, lecture-based education. However, most research has been performed with students and residents rather than practicing physicians. To date, most continuing medical education (CME) opportunities use passive learning models, such as face-to-face meetings with lecture-style didactic sessions. The aim of this study was to investigate learner engagement, as measured by the number of CME credits earned, via two different learning modalities.
Diplomates of the American Board of Anesthesiology or candidates for certification through the board (referred to colloquially and for the remainder of this article as board certified or board eligible) were provided an opportunity to enroll in the study. Participants were recruited via email. Once enrolled, they were randomized into 1 of 2 groups: web-app-based CME (Webapp CME) or an online interface that replicated online CME (Online CME). The intervention period lasted 6 weeks and participants were provided educational content using one of the two approaches. As an incentive for participation, CME credits could be earned (without cost) during the intervention period and for completion of the postintervention quiz. The same number of CME credits was available to each group.
Fifty-four participants enrolled and completed the study. The mean number of CME credits earned was greater in the Webapp group compared to the Online group (12.3 ± 1.4 h versus 4.5 ± 2.3 h, < .001). Concerning knowledge acquisition, the difference in postintervention quiz scores was not statistically significant (Webapp 70% ± 7% versus Online 60% ± 11%, = .11). However, only 29% of the Online group completed the postintervention quiz, versus 77% of the Webapp group ( < .001), possibly showing a greater rate of learner engagement in the Webapp group.
In this prospective, randomized controlled pilot study, we demonstrated that daily spaced education delivered to learners through a smartphone web app resulted in greater learner engagement than an online modality. Further research with larger trials is needed to confirm our findings.
研究表明，主动学习、间隔式教育和基于检索的练习可以提高知识获取、知识保留和临床实践能力。此外，与被动的、以讲座为主的教育相比，学习者更喜欢利用测试效应和间隔式教育的主动学习方式。然而，大多数研究是针对学生和住院医师进行的，而非执业医师。迄今为止，大多数继续医学教育（CME）机会采用的是被动学习模式，如面对面会议和讲座式教学课程。本研究的目的是通过两种不同的学习方式，以获得的CME学分数量为衡量标准，调查学习者的参与度。
美国麻醉学委员会的专科医师或通过该委员会认证的候选人（在本文其余部分通俗地称为获得委员会认证或符合委员会资格）有机会报名参加本研究。通过电子邮件招募参与者。一旦报名，他们被随机分为两组中的一组：基于网络应用程序的CME（网络应用程序CME）或复制在线CME的在线界面（在线CME）。干预期持续6周，使用两种方法之一为参与者提供教育内容。作为参与的激励措施，在干预期和完成干预后测验时可以（免费）获得CME学分。每组可获得的CME学分数量相同。
54名参与者报名并完成了研究。网络应用程序组获得的CME学分平均数量高于在线组（12.3±1.4小时对4.5±2.3小时，P<.001）。关于知识获取，干预后测验分数的差异无统计学意义（网络应用程序组70%±7%对在线组60%±11%，P=.11）。然而，在线组只有29%的人完成了干预后测验，而网络应用程序组为77%（P<.001），这可能表明网络应用程序组的学习者参与率更高。
在这项前瞻性、随机对照试点研究中，我们证明，通过智能手机网络应用程序为学习者提供的每日间隔式教育比在线方式能带来更高的学习者参与度。需要进行更大规模试验的进一步研究来证实我们的发现。
