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首页> 外文期刊>Pediatric emergency care >Teaching Point-of-Care Lung Ultrasound to Novice Pediatric Learners: Web-Based E-Learning Versus Traditional Classroom Didactic
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Teaching Point-of-Care Lung Ultrasound to Novice Pediatric Learners: Web-Based E-Learning Versus Traditional Classroom Didactic

机译：教学护理点肺超声给新手儿科学习者：基于网络的电子学习与传统课堂教学

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摘要

Objective To assess whether Web-based teaching is at least as effective as traditional classroom didactic in improving the proficiency of pediatric novice learners in the image acquisition and interpretation of pneumothorax and pleural effusion using point-of-care ultrasound (POCUS). Methods We conducted a randomized controlled noninferiority study comparing the effectiveness of Web-based teaching to traditional classroom didactic. The participants were randomized to either group A (live classroom lecture) or group B (Web-based lecture) and completed a survey and knowledge test. They also received hands-on training and completed an objective structured clinical examination. The participants were invited to return 2 months later to test for retention of knowledge and skills. Results There were no significant differences in the mean written test scores between the classroom group and Web group for the precourse test (absolute difference, -2.5; 95% confidence interval [CI], -12 to 6.9), postcourse test (absolute difference, 2.0; 95% CI, -1.4, 5.3), and postcourse 2-month retention test (absolute difference, -0.8; 95% CI, -9.6 to 8.1). Similarly, no significant differences were noted in the mean objective structured clinical examination scores for both intervention groups in postcourse (absolute difference, 1.9; 95% CI, -4.7 to 8.5) and 2-month retention (absolute difference, -0.6; 95% CI, -10.7 to 9.5). Conclusions Web-based teaching is at least as effective as traditional classroom didactic in improving the proficiency of novice learners in POCUS. The usage of Web-based tutorials allows a more efficient use of time and a wider dissemination of knowledge.
机译：目的评估基于网络的教学是否至少与传统的课堂教学一样有效，以提高儿科新手学习者使用护理点超声（POCUS）获取和解释气胸和胸腔积液图像的能力。方法我们进行了一项随机对照的非劣效性研究，比较网络教学与传统课堂教学的有效性。参与者被随机分为A组（现场课堂讲座）或B组（网络讲座），并完成调查和知识测试。他们还接受了实践培训，并完成了客观的结构化临床检查。参与者被邀请在两个月后返回，测试知识和技能的保留情况。结果课堂组和网络组在课前测试（绝对差异，-2.5；95%置信区间[CI]，-12至6.9）、课后测试（绝对差异，2.0；95%置信区间，-1.4，5.3）和课后2个月保持测试（绝对差异，-0.8；95%置信区间，-9.6至8.1）的平均笔试分数没有显著差异。同样，两个干预组在课程结束后（绝对差异为1.9；95%可信区间为-4.7至8.5）和2个月内（绝对差异为-0.6；95%可信区间为-10.7至9.5）的客观结构化临床检查平均分数没有显著差异。结论网络教学至少与传统课堂教学一样有效地提高了初级学习者的POCUS水平。使用基于网络的教程可以更有效地利用时间和更广泛地传播知识。

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