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.
Published Version
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