Ruppert Johannes, Krüger Rebecca, Göbel Sebastian, Wolfhard Susanna, Lorenz Liv-Annebritt, Weimer Andreas Michael, Kloeckner Roman, Waezsada Elias, Buggenhagen Holger, Weinmann-Menke Julia, Weimer Johannes Matthias
Department of Medicine, Justus Liebig University, Giessen, Germany.
Rudolf Frey Learning Clinic, University Medical Center of the Johannes Gutenberg University Mainz, Mainz, Germany.
BMC Med Educ. 2025 May 30;25(1):806. doi: 10.1186/s12909-025-07409-y.
INTRODUCTION: Focused Cardiac Ultrasound (FOCUS) is an essential tool for rapid cardiac assessment across various clinical subspecialties. Consequently, teaching foundational FOCUS skills is of critical importance. This study investigates the effectiveness of e-learning in imparting FOCUS skills. MATERIALS AND METHODS: This prospective, controlled study assessed competency development among medical students attending a FOCUS workshop (study group) at two time points: T1 (pre-training) and T2 (post-training, after completing e-learning). The competence gain of the group was compared to a reference group (control group) of physicians who had also used the e-learning in preparation for a certified FOCUS workshop. Objective competencies were measured at both time points using short-answer and multiple-choice theory tests. Subjective self-assessments of competencies and opinions of the e-learning were investigated through evaluation forms at T2 using a 7-point Likert scale (1 = strongly disagree, 7 = strongly agree). Demographic information was collected at T1, and user behaviour during e-learning was assessed at T2. Primary endpoints were the increase in theoretical competencies (study group) and the comparison of subjective and objective competency levels (study vs. reference). RESULTS: A total of 104 participants (study group = 48; reference group = 56) were included. The study group exhibited a significant (p < 0.001) increase in theoretical competencies. However, at T2 the reference group achieved significantly higher theoretical test scores (p < 0.001). One influencing factor was previous practical experience (p = 0.02), which was significantly higher in the reference group (p < 0.001). Both groups estimated their competency at the end of preparation to be at similar levels (4.3 ± 0.9 scalepoints [SP] versus 4.3 ± 1.0 SP; p = 0.94). Evaluation results of the e-learning were positive in both groups (5.8 ± 0.9 SP versus 6.2 ± 0.7 SP; p = 0.04), with results in the reference group being significantly higher. CONCLUSION: Both the improvement in competencies and the positive reception of digital learning media should encourage the increased implementation of e-learning formats. This study shows that such formats in ultrasound training can effectively complement face-to-face workshops and should be included in certified training curricula.
引言：聚焦心脏超声（FOCUS）是各临床亚专业进行快速心脏评估的重要工具。因此，教授基础的FOCUS技能至关重要。本研究调查了电子学习在传授FOCUS技能方面的有效性。 材料与方法：这项前瞻性对照研究在两个时间点评估了参加FOCUS工作坊的医学生（研究组）的能力发展：T1（培训前）和T2（完成电子学习后的培训后）。将该组的能力提升与同样使用电子学习为认证FOCUS工作坊做准备的医生参考组（对照组）进行比较。在两个时间点使用简答题和多项选择题理论测试来测量客观能力。通过在T2使用7点李克特量表（1 = 强烈不同意，7 = 强烈同意）的评估表来调查对能力的主观自我评估和对电子学习的看法。在T1收集人口统计学信息，并在T2评估电子学习期间的用户行为。主要终点是理论能力的提高（研究组）以及主观和客观能力水平的比较（研究组与参考组）。 结果：共纳入104名参与者（研究组 = 48；参考组 = 56）。研究组的理论能力有显著提高（p < 0.001）。然而，在T2时，参考组的理论测试成绩显著更高（p < .001）。一个影响因素是先前的实践经验（p = 0.02），参考组的实践经验显著更高（p < 0.001）。两组在准备结束时对自己能力的估计处于相似水平（4.3 ± 0.9量表分[SP]对4.3 ± 1.0 SP；p = 0.94）。两组对电子学习的评价结果均为积极（5.8 ± 0.9 SP对6.2 ± 0.7 SP；p = 0.04），参考组的结果显著更高。 结论：能力的提高和对数字学习媒体的积极接受都应促使增加电子学习形式的实施。本研究表明，超声培训中的此类形式可以有效地补充面对面工作坊，应纳入认证培训课程。
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