Universität zu Köln

Hempel, Dorothea, Sinnathurai, Sivajini, Haunhorst, Stephanie, Seibel, Armin ORCID: 0000-0003-1617-7225, Michels, Guido, Heringer, Frank, Recker, Florian ORCID: 0000-0001-9135-4338 and Breitkreutz, Raoul (2016). Influence of case-based e-learning on students' performance in point-of-care ultrasound courses: a randomized trial. Eur. J. Emerg. Med., 23 (4). S. 298 - 305. PHILADELPHIA: LIPPINCOTT WILLIAMS & WILKINS. ISSN 1473-5695

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Abstract

Background Theoretical knowledge, visual perception, and sensorimotor skills are key elements in ultrasound education. Classroom-based presentations are used routinely to teach theoretical knowledge, whereas visual perception and sensorimotor skills typically require hands-on training (HT). We aimed to compare the effect of classroom-based lectures versus a case-based e-learning (based on clinical cases only) on the hands-on performance of trainees during an emergency ultrasound course. Participants and methods This is a randomized, controlled, parallel-group study. Sixty-two medical students were randomized into two groups [group 1 (G1) and group 2 (G2)]. G1 (n=29) was subjected to a precourse e-learning, based on 14 short screencasts (each 5 min), an on-site discussion (60 min), and a standardized HT session on the day of the course. G2 (n=31) received classroom-based presentations on the day of the course before an identical HT session. Both groups completed a multiple-choice (MC) pretest (test A), a practical postcourse test (objective structured clinical exam), and MC tests directly after the HT (test B) and 1 day after the course (test C). The Mann-Whitney U-test was used for statistical analysis. Results G1 performed markedly better in test A (median 84.2, 25%; 75% percentile: 68.5; 92.2) compared with G2 (65.8; 53.8; 80.4), who had not participated in case-based e-learning (P=0.0009). No differences were found in the objective structured clinical exam, test B, and test C. Conclusion e-learning exclusively based on clinical cases is an effective method of education in preparation for HT sessions and can reduce attendance time in ultrasound courses. Copyright (C) 2016 Wolters Kluwer Health, Inc. All rights reserved.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Hempel, Dorothea UNSPECIFIED UNSPECIFIED UNSPECIFIED Sinnathurai, Sivajini UNSPECIFIED UNSPECIFIED UNSPECIFIED Haunhorst, Stephanie UNSPECIFIED UNSPECIFIED UNSPECIFIED Seibel, Armin UNSPECIFIED orcid.org/0000-0003-1617-7225 UNSPECIFIED Michels, Guido UNSPECIFIED UNSPECIFIED UNSPECIFIED Heringer, Frank UNSPECIFIED UNSPECIFIED UNSPECIFIED Recker, Florian UNSPECIFIED orcid.org/0000-0001-9135-4338 UNSPECIFIED Breitkreutz, Raoul UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-269273
DOI:	10.1097/MEJ.0000000000000270
Journal or Publication Title:	Eur. J. Emerg. Med.
Volume:	23
Number:	4
Page Range:	S. 298 - 305
Date:	2016
Publisher:	LIPPINCOTT WILLIAMS & WILKINS
Place of Publication:	PHILADELPHIA
ISSN:	1473-5695
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language CURRICULUM Multiple languages Emergency Medicine Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/26927