Universität zu Köln

Hempel, Dorothea, Haunhorst, Stephanie, Sinnathurai, Sivajini, Seibel, Armin ORCID: 0000-0003-1617-7225, Recker, Florian ORCID: 0000-0001-9135-4338, Heringer, Frank, Michels, Guido and Breitkreutz, Raoul (2016). Social media to supplement point-of-care ultrasound courses: the sandwich e-learning approach. A randomized trial. Crit. Ultrasound J., 8. MILAN: SPRINGER-VERLAG ITALIA SRL. ISSN 2036-7902

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Abstract

Background: Point-of-care ultrasound (POC-US) is gaining importance in almost all specialties. E-learning has been used to teach theoretical knowledge and pattern recognition. As social media are universally available, they can be utilized for educational purposes. We wanted to evaluate the utility of the sandwich e-learning approach defined as a pre-course e-learning and a post-course learning activity using Facebook after a one-day point-of-care ultrasound (POC-US) course and its effect on the retention of knowledge. Methods: A total of 62 medial students were recruited for this study and randomly assigned to one of four groups. All groups received an identical hands-on training and performed several tests during the study period. The hands-on training was performed in groups of five students per instructor with the students scanning each other. Group 1 had access to pre-course e-learning, but not to post-course e-learning. Instead of a pre-course e-learning, group 2 listened to presentations at the day of the course (classroom teaching) and had access to the post-course learning activity using Facebook. Group 3 had access to both pre- and post-course e-learning (sandwich e-learning) activities, while group 4 listened classroom presentations only (classroom teaching only). Therefore only groups 2 and 3 had access to post-course learning via Facebook by joining a secured group. Posts containing ultrasound pictures and videos were published to this group. The students were asked to like the posts to monitor attendance. Knowledge retention was assessed 6 weeks after the course. Results: After 6 weeks, group 3 achieved comparable results when compared to group 2 (82.2 % + -8.2 vs. 84.3 + -8.02) (p = 0.3). Students who participated in the post-course activity were more satisfied with the overall course than students without post-course learning (5.5 vs. 5.3 on a range from 1 to 6). Conclusions: In this study, the sandwich e-learning approach led to equal rates of knowledge retention compared to classroom lectures and post-course learning. Students appreciate new media for learning experiences and are more satisfied with their learning activity. The sandwich e-learning can be used to maximize hands-on training during courses.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Hempel, Dorothea UNSPECIFIED UNSPECIFIED UNSPECIFIED Haunhorst, Stephanie UNSPECIFIED UNSPECIFIED UNSPECIFIED Sinnathurai, Sivajini UNSPECIFIED UNSPECIFIED UNSPECIFIED Seibel, Armin UNSPECIFIED orcid.org/0000-0003-1617-7225 UNSPECIFIED Recker, Florian UNSPECIFIED orcid.org/0000-0001-9135-4338 UNSPECIFIED Heringer, Frank UNSPECIFIED UNSPECIFIED UNSPECIFIED Michels, Guido UNSPECIFIED UNSPECIFIED UNSPECIFIED Breitkreutz, Raoul UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-281534
DOI:	10.1186/s13089-016-0037-9
Journal or Publication Title:	Crit. Ultrasound J.
Volume:	8
Date:	2016
Publisher:	SPRINGER-VERLAG ITALIA SRL
Place of Publication:	MILAN
ISSN:	2036-7902
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language FOCUSED CARDIAC ULTRASOUND; MEDICINE; SUPPORT; SKILL Multiple languages Radiology, Nuclear Medicine & Medical Imaging Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/28153