Simma Leopold, Schneeberger Maurice Henri, von Felten Stefanie, Seiler Michelle, Ramantani Georgia, Bölsterli Bigna Katrin
Emergency Department, University Children's Hospital Zurich, Lenggstrasse 30, Zurich, 8008, Switzerland, 41 44 249 49 49.
Children's Research Center, University Children's Hospital Zurich, University of Zurich, Zurich, Switzerland.
JMIR Med Educ. 2025 Aug 20;11:e69395. doi: 10.2196/69395.
Status epilepticus (SE) represents a critical pediatric emergency necessitating prompt treatment and monitoring. The diagnosis of nonconvulsive SE and the monitoring of convulsive SE require electroencephalogram (EEG) recordings. The integration of simplified point-of-care EEG may improve care in pediatric emergency departments.
This study aims to assess the efficacy of an electronic EEG self-learning module for improving the interpretation of normal cortical activity, artifacts, and seizure patterns in point-of-care EEG by pediatric emergency medicine (PEM) providers.
This prospective cohort study was conducted in a tertiary academic pediatric emergency department and primarily targeted senior medical staff while also engaging junior medical staff and registered nurses. A novel EEG e-learning module trained participants to identify normal cortical activity, artifacts, and seizure patterns. The study comprised pretest, posttest, and 3-month retention assessments to evaluate the EEG total score as its primary outcome and basic EEG knowledge and confidence measures as secondary outcomes. Outcomes were analyzed using mixed-effects proportional odds logistic regression models.
Of 102 PEM providers invited, 61 individuals participated (25 senior medical staff, 15 junior medical staff, and 21 registered nurses), and 29 finished the 3-tiered study. In finishers, the EEG total score (max=12 points), indicative of accurate EEG classification, increased substantially between pretest and posttest from a median of 7 (IQR 5-8) to 10 (IQR 7-11) points, corresponding with an increase in the odds of achieving higher EEG total scores at the posttest (odds ratio 24.18, 95% CI 7.398-79.043, P<.001). At the retention test, the EEG total score remained elevated, although to a lesser extent (median 8 points [IQR 6-9]). Similar trends were observed in secondary outcomes.
The implementation of an e-learning EEG module improved the ability of PEM providers to interpret EEGs. This study highlights the feasibility of imparting basic EEG skills to nonexperts through targeted educational interventions. However, the sustained retention of such skills requires improvement, emphasizing the necessity for ongoing refresher training.
癫痫持续状态（SE）是一种严重的儿科急症，需要及时治疗和监测。非惊厥性SE的诊断和惊厥性SE的监测需要脑电图（EEG）记录。简化的即时护理EEG的整合可能会改善儿科急诊科的护理。
本研究旨在评估电子EEG自学模块对提高儿科急诊医学（PEM）提供者对即时护理EEG中正常皮质活动、伪迹和癫痫发作模式的解读能力的效果。
这项前瞻性队列研究在一家三级学术儿科急诊科进行，主要针对高级医务人员，同时也让初级医务人员和注册护士参与。一个新颖的EEG电子学习模块培训参与者识别正常皮质活动、伪迹和癫痫发作模式。该研究包括预测试、后测试和3个月的保留评估，以评估EEG总分作为主要结果，以及基本EEG知识和信心测量作为次要结果。使用混合效应比例优势逻辑回归模型分析结果。
在邀请的102名PEM提供者中，61人参与（25名高级医务人员、15名初级医务人员和21名注册护士），29人完成了三层研究。在完成者中，EEG总分（最高12分），表明EEG分类准确，在预测试和后测试之间从中位数7（IQR 5-8）大幅增加到10（IQR 7-11）分，这与后测试时获得更高EEG总分的几率增加相对应（优势比24.18，95%CI 7.398-79.043，P<.001）。在保留测试中，EEG总分仍然升高，尽管程度较小（中位数8分[IQR 6-9]）。在次要结果中也观察到了类似趋势。
电子学习EEG模块的实施提高了PEM提供者解读EEG的能力。本研究强调了通过有针对性的教育干预向非专家传授基本EEG技能的可行性。然而，这种技能的持续保留需要改进，强调了持续复习培训的必要性。
