Learning
Conditions
Keywords
Ultrasound education, Blended learning, Distance education, Trauma ultrasound, FAST
Brief summary
Study Objective: Training physicians in new skills via classroom-based teaching has inherent costs and time constraints. We sought to evaluate whether web-based didactics result in similar knowledge improvement and retention of basic ultrasound principles and the EFAST (Extended Focused Assessment with Sonography for Trauma) compared with the traditional method. Methods: Physicians from two German emergency departments were randomized into a classroom group with traditional lectures and a web group that watched narrated lectures online. All participants completed a pre- and post-test, and a second post-test eight weeks later. Both groups underwent hands-on training after the first post-test. A control group completed the two initial tests without didactic intervention.
Interventions
Physicians in the classroom group (class) listened to traditional lectures, while the web group (web) watched narrated lectures online. All participants completed a pre- and post-test, and a second post-test eight weeks later. Both groups underwent hands-on training after the first post-test.
Sponsors
Study design
Eligibility
Inclusion criteria
* Physicians currently practicing in a German emergency department * Age ≥ 18 years
Exclusion criteria
* Inability to participate in all aspects of the study prior to study begin * Control group: Subjects who did not complete the pre-test
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Mean test scores by didactic group for three consecutive multiple choice tests | November 2008 - February 2009 |
Secondary
| Measure | Time frame |
|---|---|
| Participant satisfaction with training and reported comfort with ultrasound use after training | December 2008 - February 2009 |
Countries
Germany