Evaluation Of The Efficacy Of E-Learning In Increasing Theoretical Knowledge And Inducing Behavior Change Amongst Vascular Surgery Trainees
Notice bibliographique
Résumé
Background: In June 2019, new vascular surgery societal guidelines were released for the management of patients with chronic limb-threatening ischemia (CLTI). These guidelines were judged to be essential for clinicians who treat patients with CLTI, and we believed they represented an important and timely teaching opportunity for the vascular surgery community. Therefore, we decided to create an online curriculum, tailored for the needs of vascular surgery trainees, based on evidence-based teaching strategies and meticulous curriculum design, to teach key concepts of CLTI management and to test its efficacy in improving theoretical knowledge and in inducing behavior change amongst vascular surgery trainees in Canada. Methods: Participants were recruited from the 10 vascular surgery residency programs across Canada. The study uses a quasi-experimental design. Participants were asked to complete a knowledge check before and after interacting with our module. We also used pre- and post-intervention surveys to evaluate learners’ satisfaction with the module and impact on behaviour change. Results: Pre- and post-intervention test scores were compared using paired t tests for the 21 study participants. On average, learners scored 33 percentage points higher (p.0005) after interacting with the module. This increase was significantly greater among senior residents when compared with junior residents (+31 vs +35 percentage points higher), whereas baseline test scores were similar between these two subgroups. Learners’ satisfaction with the module was extremely high and we found that all participants would recommend this module to their peers and would like to engage in similar activities in the future. When evaluating behavior change, we found a trend towards improvement of guidelines compliant prescription patterns after interaction with the module. Indeed, prescriptions of post-procedural antiplatelet therapy were more frequently made according to guidelines recommendations after interaction with the module, although this finding was not statistically significant. Conclusion: Our study showed that online learning is a powerful tool in surgical residency programs and that residents greatly appreciate this type of educational activity. More research looking at the effect of e-learning on inducing behavior change are needed to prove the efficacy of e-learning in that specific area.
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 | 0,003 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,002 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 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 ».