Department of Women's and Children's Health, University of Padua, via Giustiniani 3, Padova, 35100, Italy.
Pediatric Intensive Care Unit, Royal Brompton Hospital NHS Foundation Trust, London, UK.
Ital J Pediatr. 2023 Jun 7;49(1):67. doi: 10.1186/s13052-023-01461-4.
To explore the impact of the transition from a traditional face-to-face course delivering essential contents in pediatric critical care to a hybrid format consisting of an online pre-course self-directed learning, an online facilitated discussion, and a face-to-face edition.
Attendees and faculty were surveyed after the face-to-face course and the hybrid version to evaluate the effectiveness and satisfaction of participants with the course.
Fifty-seven students attended multiple formats of the Pediatric Basic Course between January 2020 and October 2021 in Udine, Italy. We compared course evaluation data from the 29 attendees of the face-to-face course with the 28 of the hybrid edition. Data collected included participant demographics, participant self-assessed pre and post-course ''confidence'' with a range of pediatric intensive care-related activities, and their satisfaction with elements of the course. There were no statistical differences in participant demographics or pre and post-course confidence scores. Overall satisfaction with the face-to-face course was marginally higher, 4.59 vs. 4.25/5, but did not reach significance. Pre-recorded lectures which could be viewed several times, were highlighted as a positive for the hybrid course. Residents found no significant differences comparing the two courses in rating the lectures and the technical skills stations. Hybrid course facilities (online platform and uploaded material) were reported to be clear, accessible, and valuable by 87% of attendees. After six months, they still find the course relevant to their clinical practice (75%). Candidates considered the respiratory failure and mechanical ventilation modules the most relevant modules.
The Pediatric Basic Course helps residents strengthen their learning and identify areas to improve their knowledge. Both face-to-face and hybrid model versions of the course improved attendees' knowledge and perceived confidence in managing the critically ill child.
探讨将儿科危重病传统面对面课程转变为混合式课程（包括在线预课程自学、在线辅导讨论和面对面课程）对教学效果的影响。
在面对面课程和混合式课程结束后，对参会者和教师进行调查，以评估课程对参与者的效果和满意度。
2020 年 1 月至 2021 年 10 月，意大利乌迪内的 57 名学生参加了儿科基础课程的多种形式。我们比较了 29 名参加面对面课程的学员和 28 名参加混合式课程的学员的课程评估数据。收集的数据包括参与者的人口统计学特征、参与者自我评估的儿科重症监护相关活动的“信心”水平，以及他们对课程各个环节的满意度。参与者的人口统计学特征或课程前后的信心评分无统计学差异。面对面课程的总体满意度略高，分别为 4.59 分和 4.25 分，但无统计学意义。可多次观看的预录课程受到混合式课程的好评。住院医师在评价讲座和技术技能站方面，没有发现两种课程之间的显著差异。87%的学员认为混合课程设施（在线平台和上传材料）清晰、易于访问且具有价值。六个月后，他们仍认为该课程与他们的临床实践相关（75%）。学员认为呼吸衰竭和机械通气模块是最相关的模块。
儿科基础课程有助于住院医师加强学习并确定需要改进知识的领域。面对面课程和混合式课程都提高了参与者的知识水平和处理危重症患儿的自信心。
