7. Online Multi-Media Teaching Modules are Effective for Surgical Education in Electrodiagnostic Interpretation
Notice bibliographique
Résumé
Background: Electrodiagnostic studies are the gold standard for diagnosing nerve injuries. However, most surgeons are not trained to interpret these studies and often rely on the interpretation of a non-surgical electrodiagnostician. The discrepancy between interpretation and treatment of nerve injury can lead to suboptimal surgical planning and patient outcomes. The objective of this study was 1) to assess the feasibility of a multimodal educational module and 2) determine its efficacy for continuing professional development of medical professionals. Methods: Hand surgeons at various stages of training were recruited from professional surgical societies and through a surgical education platform. An educational module was created which consisted of a pre-intervention knowledge assessment, an educational video, and a post-intervention assessment. The educational video was a 45-minute-long lecture on electrodiagnostic indications for nerve injury. It consisted of either a traditional PowerPoint or a Prezi. Participants were randomized into receiving one or the other format. A retention assessment was administered at three-months follow-up. Surgeon satisfaction was surveyed at each encounter. Results: A total of 129 surgeons participated in the educational module. Out of these, 63 surgeons completed the post-intervention assessment and 30 surgeons finished the retention assessment. There were 49 attendings who had been practicing for an average of 12 years and 5 residents. The average assessment score improved by approximately 2 points from pre- to post-intervention (12-point scale, p<0.001). The net promoter score was higher in the Prezi group compared to the PowerPoint group (89.7% vs 85.2%, p>0.05). In both groups, the majority of participants thought the video was a “perfect” length (81%), was engaging (86%), improved their knowledge (86%), and would incorporate the information into their practice (86%). The majority of surgeons who completed the knowledge retention survey preferred the online environment compared to an in-person conference environment (72%). Conclusion: Our results demonstrated the effectiveness of online educational modules to support continuing professional development in surgery, irrespective of the presentation style (i.e., Prezi vs. PowerPoint). This study indicates the potential of online educational content compared to traditional in-person conference lectures. Ultimately, our work may provide a framework for future multimedia modules for surgical education.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,026 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».