Perice Leland, Naraghi Leily, Likourezos Antonios, Singh Harpriya, Haines Lawrence
Department of Emergency Medicine Maimonides Medical Center Brooklyn New York USA.
AEM Educ Train. 2022 Jun 29;6(3):e10765. doi: 10.1002/aet2.10765. eCollection 2022 Jun.
We investigated the educational value of implementing a web-based e-learning program into a medical student emergency medicine rotation. We created "UltrasoundBox," a browser-based application where students interpret ultrasound (US) images. Our goal was to assess how this form of e-learning performs when compared to more passive, lecture-based online US education. We also assessed the how the students interpreted the addition this learning modality to the rotation.
This is a randomized, controlled study to assess the educational outcomes of implementing UltrasoundBox compared to lecture-based US education. Fourth-year medical students on their emergency medicine rotation were enrolled in the study. Students randomized to the control arm were instructed to watch widely available educational lecture videos. Students randomized to the intervention arm received access to UltrasoundBox and were instructed to complete the clinical modules. Both groups completed the same standardized US examination before and after the trial. All the trial participants were given a survey to complete after the trial.
We enrolled 42 students, with 23 in the control group and 19 in the intervention group. On the post-intervention examination, the control and intervention groups were found to have mean examination scores of 61.6% and 73.6% respectively, with a statistically significant difference of 12% (95% confidence interval 1.611 to 5.56; < 0.0005). A total of 92% of survey respondents in the intervention group indicated that UltrasoundBox was an effective tool in meeting the intended learning objectives, while only 36.8% of the control group indicated this for the online lectures ( < 0.005).
We found that medical students using the web-based e-learning platform UltrasoundBox achieved better scores on the examination when compared to the medical students using existing online lecture-based US educational resources. The students reported that the addition of UltrasoundBox added educational value to the rotation.
我们研究了将基于网络的电子学习项目应用于医学生急诊医学轮转的教育价值。我们创建了“超声盒”，这是一个基于浏览器的应用程序，学生可在其中解读超声（US）图像。我们的目标是评估这种电子学习形式与更被动的、基于讲座的在线超声教育相比的效果。我们还评估了学生如何看待在轮转中增加这种学习方式。
这是一项随机对照研究，旨在评估与基于讲座的超声教育相比，实施“超声盒”的教育效果。参与急诊医学轮转的四年级医学生被纳入研究。随机分配到对照组的学生被要求观看广泛可得的教育讲座视频。随机分配到干预组的学生可使用“超声盒”，并被要求完成临床模块。两组在试验前后都完成了相同的标准化超声检查。所有试验参与者在试验后都要完成一份调查问卷。
我们招募了42名学生，其中对照组23名，干预组19名。干预后检查发现，对照组和干预组的平均考试成绩分别为61.6%和73.6%，统计学上有显著差异，相差12%（95%置信区间1.611至5.56；<0.0005）。干预组中共有92%的调查受访者表示“超声盒”是实现预期学习目标的有效工具，而对照组中只有36.8%的人认为在线讲座是有效的（<0.005）。
我们发现，与使用现有的基于讲座的在线超声教育资源的医学生相比，使用基于网络的电子学习平台“超声盒”的医学生在考试中取得了更好的成绩。学生们报告说，增加“超声盒”为轮转增加了教育价值。
