Division of Sleep and Circadian Disorders at Brigham and Women's Hospital, Boston, Massachusetts.
Harvard Medical School, Boston, Massachusetts.
J Clin Sleep Med. 2022 Dec 1;18(12):2745-2750. doi: 10.5664/jcsm.10200.
Scoring a polysomnogram is an essential skill for sleep medicine trainees to meet Accreditation Council for Graduate Medical Education Sleep Medicine Milestones. Appraisal is based on faculty evaluation rather than objective competency assessment. We developed a computer-based polysomnogram scoring curriculum, utilizing the mastery learning method, then compared achievement of competency using the new curriculum against standard institutional training.
The scoring program consisted of a pretest assessment, sequential acquisition of knowledge utilizing online modules, a posttest, and competency assessment. Fellows needed to demonstrate mastery of each module before moving ahead. Competency was demonstrating ≥ 90% on interscorer reliability assessment on 5 studies (out of up to 10 attempts). Participating fellows were assigned to Mastery Learning Participants (MLP) or Traditional Learning Participants (TLP) groups and completed the program within the first 1-3 months of training.
Of 87 fellows enrolled in the program, 75 participants completed the program (40 MLP and 35 TLP). Among completers, there was no difference in the proportion that achieved competency (MLP 90.0% vs TLP 97.1%; = .36) or studies needed to achieve competency (MLP 7.25 ± 1.3 vs TLP 7.41 ± 1.3; = .60). Pretest scores were not significantly different between groups (MLP 61.2% ± 15.9 vs TLP 57.6% ± 16.6; = .35), but MLP posttest scores were higher than TLP (MLP 80.9% ± 8.8 vs TLP 76.4% ± 9.8; = .04).
We demonstrated similar outcomes utilizing a novel, computer-based modular interactive course compared to traditional methods of teaching polysomnogram scoring. We used a mastery learning paradigm and set specific objective competency levels for this skill.
Epstein LJ, Plante DT, Rosen IM. Mastery learning program to teach sleep study scoring. . 2022;18(12):2745-2750.
为了达到研究生医学教育睡眠医学里程碑认证委员会的要求，对睡眠医学实习生进行多导睡眠图评分是一项基本技能。评估基于教师评估，而不是客观能力评估。我们开发了一种基于计算机的多导睡眠图评分课程，利用掌握学习法，然后将使用新课程获得的能力与标准机构培训进行比较。
评分程序包括预测试评估、利用在线模块逐步获取知识、后测试和能力评估。学员需要在前进之前证明对每个模块的掌握。能力是在 5 项研究（最多 10 次尝试中的 5 项）的评分者间可靠性评估中达到≥90%。参与的学员被分配到掌握学习参与者 (MLP) 或传统学习参与者 (TLP) 组，并在培训的前 1-3 个月内完成该课程。
在参加该计划的 87 名学员中，有 75 名学员完成了该计划（40 名 MLP 和 35 名 TLP）。在完成课程的学员中，达到能力标准的比例（MLP 90.0%与 TLP 97.1%；=.36）或达到能力标准所需的研究数量（MLP 7.25±1.3 与 TLP 7.41±1.3；=.60）没有差异。两组间预测试分数没有显著差异（MLP 61.2%±15.9 与 TLP 57.6%±16.6；=.35），但 MLP 后测试分数高于 TLP（MLP 80.9%±8.8 与 TLP 76.4%±9.8；=.04）。
与传统的多导睡眠图评分教学方法相比，我们利用一种新颖的、基于计算机的模块化互动课程展示了类似的结果。我们使用掌握学习范例，并为此技能设定了具体的客观能力水平。
Epstein LJ, Plante DT, Rosen IM. 教授睡眠研究评分的掌握学习课程。睡眠 2022;18(12):2745-2750.
