7. Online Multi-Media Teaching Modules are Effective for Surgical Education in Electrodiagnostic Interpretation
Bibliographic record
Abstract
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.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.026 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".