Post-course Test Research Articles

Comparison of Web-Based and On-Site Lung Simulators for Education in Mechanical Ventilation.

Training in mechanical ventilation is a key goal in critical care fellowship education. Web-based simulators offer a cost-effective and readily available alternative to traditional on-site simulators. However, it is unclear how effective they are as teaching tools. In this study, we evaluated the test scores of fellows who underwent mechanical ventilation training by using a web-based simulator compared with fellows who used an on-site simulator during a mechanical ventilation course. This was a nonrandomized controlled trial conducted as part of a mechanical ventilation course that involved 70 first-year critical care fellows. The course was identical except for the simulation technology used. One group of instructors used a traditional on-site simulator, the ASL 5000 Lung Solution (n = 39). The second group was instructed in using a web-based simulator, VentSim (n = 31). Each fellow completed a pre-course test and a post-course test by using a validated, case-based ventilator waveform examination that consisted of 5 questions with a total possible score of 100. The primary outcome was a comparison of the mean scores on the posttest between the 2 groups. The study was designed as a non-inferiority trial with a predetermined margin of 10 points. There was no significant difference in the mean ± SD pretest scores between the web-based and the on-site groups (21.1 ± 12.6 and 26.9 ± 13.6 respectively; P = .11). The mean ± SD posttest scores were 45.6 ± 25.0 for the web-based simulator and 43.4 ± 16.5 for on-site simulator (mean difference 2.2; one-sided 95% CI -7.0 to ∞; P non-inferiority = .02 [non-inferiority confirmed]). Changes in mean ± SD scores (posttest - pretest) were 25.9 ± 20.9 for the web-based simulator and 16.5 ± 15.9 for the on-site simulator (mean difference 9.4, one-sided 95% CI 0.9 to ∞; P non-inferiority < .001 [non-inferiority confirmed]). In the education of first-year critical care fellows on mechanical ventilation waveform analysis, a web-based mechanical ventilation simulator was non-inferior to a traditional on-site mechanical ventilation simulator.

Enhancing trauma care in Ukraine amid conflict: A successful implementation of the modified advanced trauma life support course in an active war zone.

Following the 2022 Russian invasion, Ukraine's healthcare system suffered extensive damage, with over 1000 medical facilities destroyed, exacerbating the trauma care crisis. The absence of standardized trauma training left Ukrainian healthcare providers ill-equipped to manage the surge in trauma cases amid conflict. To bridge this gap, we implemented advanced trauma life support (ATLS) courses in Ukraine amid active warfare, aiming to enhance trauma care expertise among healthcare professionals. A consortium, including the International Medical Corps, Harvard Humanitarian Initiative, and others, responded to a request from the Ukrainian Ministry of Health. The ATLS curriculum, translated into Ukrainian, guided the training, with US-based instructors sent to Ukraine for teaching. Despite logistical challenges, such as missile attacks and curfews, the courses ran in multiple Ukrainian cities over 3months. Course effectiveness was evaluated through pre- and post-course knowledge tests, self-efficacy surveys, and satisfaction assessments. Ten ATLS courses trained 213 Ukrainian healthcare providers across five deployments. Significant improvements in knowledge scores (p<0.05) and enhanced self-reported confidence in trauma management were observed. Notably, no casualties were reported among instructors or students, highlighting program safety despite security challenges. Our study demonstrates successful ATLS course implementation in an active war zone, filling a critical gap in trauma education in Ukraine. Despite challenges, the program significantly enhanced participants' trauma care knowledge and confidence. Collaboration between international and local partners was pivotal. This model can serve as a valuable framework for trauma education globally, improving outcomes in conflict zones and resource-limited settings.

Using PACS for teaching radiology to undergraduate medical students

BackgroundTraditional radiology education for medical students predominantly uses textbooks, PowerPoint files, and hard-copy radiographic images, which often lack student interaction. PACS (Picture Archiving and Communication System) is a crucial tool for radiologists in viewing and reporting images, but its use in medical student training remains limited.ObjectiveThis study investigates the effectiveness of using PACS (Picture Archiving and Communication System) for teaching radiology to undergraduate medical students compared to traditional methods.MethodsFifty-three medical students were divided into a control group (25 students) receiving traditional slide-based training and an intervention group (28 students) using PACS software to view complete patient images. Pre- and post-course tests and satisfaction surveys were conducted for both groups, along with self-evaluation by the intervention group. The validity and reliability of the assessment tools were confirmed through expert review and pilot testing.ResultsNo significant difference was found between the control and intervention groups regarding, gender, age, and GPA. Final multiple-choice test scores were similar (intervention: 10.89 ± 2.9; control: 10.76 ± 3.5; p = 0.883). However, the intervention group demonstrated significantly higher improvement in the short answer test for image interpretation (intervention: 8.8 ± 2.28; control: 5.35 ± 2.39; p = 0.001). Satisfaction with the learning method did not significantly differ between groups (intervention: 36.54 ± 5.87; control: 39.44 ± 7.76; p = 0.129). The intervention group reported high familiarity with PACS capabilities (75%), CT principles (71.4%), interpretation (64.3%), appropriate window selection (75%), and anatomical relationships (85.7%).ConclusionPACS-based training enhances medical students’ diagnostic and analytical skills in radiology. Further research with larger sample sizes and robust assessment methods is recommended to confirm and expand upon theses results

Integrating Structured Digital Tools with the Traditional Hands-on Puzzle Method for Teaching Tooth Morphology: A Comparative Study of Educational Outcomes.

The study of tooth morphology is a critical component of the dental curriculum, highlighting the importance for dental students to acquire comprehensive and detailed knowledge of the complex structure of teeth. This study compared the educational outcomes of two student cohorts in a tooth morphology course, using traditional methods for the control group and additional digital video-based resources for the experimental group. We hypothesized that early integration of digital resources would significantly reduce the learning time. We retrospectively analyzed two groups of Master of Dentistry students. The control group (42 students) was taught using the traditional 'tooth puzzle' method, while the experimental group (42 students) supplemented traditional teaching with digital video-based tools developed by our department. Both groups' curricula culminated in a practical post-course test requiring the identification of 40 teeth, along with a mid-course test to track the students' learning progression. The number and type of incorrectly identified teeth were recorded. The mid-course test showed significant performance differences. The control group had a median (Q1, Q3) value of faults of 12.0 (7.8, 20.5), whereas the respective value for the experimental group was 4.0 (0.0, 8.0) (p < 0.001). In the control group, none achieved faultless results, with only two students (4.8%) having at most two faults, and six students (14.3%) having no more than four faults. The control group averaged 13.5 faults per student, with 19 students (45.2%) failing the test. Conversely, the experimental group showed improved performance: 12 students (28.6%) had no faults, and 25 students (59.5%) had four or fewer faults. The experimental group averaged 5.2 faults per student, with only four students (9.5%) failing. By the end of the course, both groups achieved commendable results on the practical tooth identification test. The experimental group slightly outperformed the control group, though the difference was not significant. The median (Q1, Q3) values were 0.0 (0.0, 2.5) and 1.0 (0.0, 4.5) for the experimental and control groups, respectively (p = 0.372). The students using both traditional and structured digital video-based tools showed greater learning advancement than those using only the traditional 'tooth puzzle' method.

The Effect of a Short Training Course of Hysteroscopic Myoma Resection on the Non-Technical Skills of Gynecologic Surgeons.

To assess the impact of a hysteroscopic myoma resection (HMR) two-day training course on non-technical (cognitive) surgical skills among gynecologists. A 2-day educational course was held in which 95 consultant gynecologic surgeons and beginner infertility fellowship residents took part. Among all 80 participants (84.2%) had ever performed diagnostic hysteroscopy and 30 (31.3%) had performed non-resectoscopic operative hysteroscopy. The training program included instructive speeches, simulated surgical presentations, and a live hands-on myomectomy workshop. Non-technical skills were assessed two times, once before and the other after the course through two written tests with 10 multiple-choice questions for each. Concerning the 95 participants, 43 (47.3%) took the pre-course test and all of them (100%) took the post-course one. The mean score improved significantly from 3 (interquartile range [IQR], 0-4.0) to 7 (IQR, 5.0- 8.0) [bootstrap p<0.0001] for each of the randomly chosen pairings. The majority of candidates showed significantly improved cognitive skills after the HMR course despite their poor cognitive skills before the course. According to further analysis, there were significant enhancements in grades for all topics, especially regarding the basic principles of the procedure and management of complications (bootstrap p<0.0001). The odds ratio for the pre- versus post-course mean test results was 5.23. Due to the confidentiality stipulation, the pre- and post-course scores were not matched. A two-day continuing medical educational course could be efficient in improving the nontechnical (cognitive) skills for HMR.

RISE-EM: Resident Instruction in Social Emergency Medicine, a Cohort Study of a Novel Curriculum.

There is recognition in the field of emergency medicine (EM) that social determinants of health (SDoH) are key drivers of patient care outcomes. Leaders in EM are calling for curricula integrating SDoH assessment and intervention, public health, and multidisciplinary approaches to EM care throughout medical school and residency. This intersection of SDoH and the emergency care system is known as social emergency medicine (SEM). Currently, there are few resources available for EM training programs to integrate this content; as a result, few EM trainees receive adequate education in SEM. To address this gap, we developed a four-part training in SEM tailored to EM residency programs and medical schools. This curriculum, known as RISE-EM (Resident Instruction in Social Emergency Medicine), uses video lectures, case examples, and group discussions to engage trainees and develop competency in providing sound care that is grounded in evidence-based principles of SEM. In the current study, we tested RISE-EM by delivering the video lectures to residents and medical students in two training programs. We administered pre- and post-course knowledge tests and a post-course participant attitudes survey to assess the acceptability and potential efficacy of the program for improving SEM knowledge and attitudes among EM learners. We found it to be both feasible and acceptable to introduce SEM content in residency conferences, with preliminary data showing statistically significant improvement in knowledge of the content and self-efficacy to apply it to their clinical practice. In summary, RISE-EM has been highly valued by EM learners and viewed as a strong supplement to their existing training, and it has been shown to successfully improve SEM knowledge and attitudes.

Finding Waldo: Sonographic systematic approach to localize the appendix in children.

To describe a systematic scanning approach using anatomical landmarks followed by an assessment of radiology trainees' ability to identify the normal appendix in healthy children. Uncontrolled pre and post study assessing radiology residents' sonographic skills in detecting the normal appendix in healthy children. Initial questionnaire for the trainees' demographics, perceptions and experiences in detecting the appendix with ultrasound in children followed by a precourse test on healthy volunteers. Hands-on training was conducted by describing a systematic sonographic approach to identify the appendix using anatomical landmarks, and then a postcourse test was carried out. The primary outcome was unprompted ability to identify the appendix. Subjective self-scoring of confidence was also recorded. A three-hour hands-on workshop was conducted. Sixteen radiology trainees participated and were randomly distributed to four stations, each with different ultrasound machines and healthy volunteers. Fifteen had a precourse assessment, and 12 completed the postcourse assessment. Before the course, 3/15 (20%) identified the appendix, while 10/12 (83%) identified the appendix afterward. After the course, participants perceived finding the appendix easier than before. There was no statistically significant difference in the participants' perceived confidence in detecting the appendix. With the described scanning technique, most of the participants were able to identify the normal appendix after receiving short hands-on training. This highlights the importance of targeted training of radiology trainees and nonradiologists.

Long-term effects of an undergraduate palliative care course: a prospective cohort study in El Salvador

BackgroundInternational organisations recommend the inclusion of palliative care undergraduate education as a way to meet increasing demand; the long-term effects, however, are unknown. Since 2013 the Dr José Matías Delgado...

Pulmonary artery catheter and veno-arterial ECMO training for cardiology fellows: evaluation of a simulation-based program

Abstract Funding Acknowledgements None. Introduction Proficiency in pulmonary artery catheter (PAC) use and extracorporeal membrane oxygenation (ECMO) therapy is crucial for delivering high-quality critical care and improving patient outcomes in cardiac intensive care units (CICUs). Both procedures are conducive to immersive simulation training. Our study focuses on evaluating the efficacy of a simulation-based training program in these specific domains for cardiology fellows. Methods Cardiology fellows participated in two blended learning courses: one on PAC and one on veno-arterial ECMO. The PAC course consisted of a pre-course test of 12 multiple-choice questions assessing knowledge of indications, contraindications, and interpretation of PAC, a 45-minute didactic lecture, followed by a case-based, hands-on simulation training session for 60 minutes. The ECMO course consisted of a pre-course test of 15 multiple-choice questions assessing indications, contraindications, ECMO physiology, and circuit management, a 30-minute didactic lecture, followed by a case-based, hands-on simulation training session. Fellows completed a multiple-choice post-course test within 72 hours post-simulation training. All test questions were designed by experts in cardiac critical care. Results A total of 18 cardiology fellows completed the PAC simulation and 16 completed the ECMO simulation. For the PAC group the average score on the pre-exam was 60%, while on the post exam, the average score increased significantly to 86%, representing a 26% increase (p=0.04). For the ECMO training, the average score on the pre-exam was 67%, and on the post exam, the average score increased substantially to 90% in the ECMO exam, there was a 23% increase in the average post-exam score compared to the pre exam was recorded (p=0.05). Conclusion Simulation-based training in PAC and ECMO has a highly positive impact on the knowledge acquisition of cardiology fellows, with statistically significant increases in average post-exam scores in both areas. These findings not only validate the value of immersive simulation-based training programs but also underscore the need for further investigation into the implementation of educational initiatives aimed at enhancing care in cardiogenic shock.

Assessing the Efficacy of a Novel Massive Open Online Soft Skills Course for South Asian Healthcare Professionals

In healthcare professions, soft skills contribute to critical thinking, decision-making, and patient-centered care. While important to the delivery of high-quality medical care, soft skills are often underemphasized during healthcare training in low-and-middle-income countries. Despite South Asia’s large population, the efficacy and viability of a digital soft skills curriculum for South Asian healthcare practitioners has not been studied to date. We hypothesized that a web-based, multilingual, soft skills course could aid the understanding and application of soft skills to improve healthcare practitioner knowledge, confidence, attitudes, and intent-to-change clinical practice.In September 2019 a needs assessment observing soft skills practices was conducted in several Indian states. We developed a communication-focused soft skills curriculum that comprised seven 10-minute video lectures, recorded in spoken English and Hindi. Participants consisted of any practicing healthcare professionals and trainees in select South Asian countries age 18 and over. Participant knowledge, confidence, attitudes, and intent-to-change clinical practice were evaluated using pre- and post-course tests and surveys. Statistical analyses were performed using STATA and SPSS.From July 26, 2021 to September 26, 2021, 5750 registered and attempted the course, 2628 unique participants completed the pre-test, and 1566 unique participants completed the post-test. Participants demonstrated small but statistically significant gains in confidence (\U0001d45d<0.001), attitudes toward course topics relevance (\U0001d45d<0.001), and intent-to-change clinical practice (\U0001d45d<0.001). There was no statistically significant gain in knowledge. A digital soft-skills massive open online course for healthcare practitioners in South Asia could serve as a viable approach to improve the quality of soft skills training in low-to-middle income countries.

Cultivating compassion in medicine: a toolkit for medical students to improve self-kindness and enhance clinical care

BackgroundCompassionate care lies at the foundation of good patient care and is a quality that patients and providers continue to value in the fast-paced setting of contemporary medicine. Compassion is often discussed superficially in medical school curricula, but the practical aspect of learning this skill is often not taught using a formal framework. In the present work, the authors present an 8-session curriculum with a mindfulness-based approach to compassion that addresses this need. It is hypothesized that students in this curriculum will improve in their levels of compassion based on validated scales.MethodsThe curriculum was delivered to fourth-year medical students at Renaissance School of Medicine at Stony Brook University who had just completed their clerkship year. It was developed as a customizable set of modules that could be delivered in various ways. The students were taught with evidence-based cognitive exercises followed by group discussions and written reflections based on compassion-focused thematic questions. All students completed a pre- and post-Self-Compassion Scale, Compassion Scale, and Toronto Mindfulness Scale. Students in this course were compared with students in different courses about non-clinical topics delivered at the same time. Wilcoxon Signed Rank tests and Mann Whitney U tests were used to assess potential associations between pre- and post-survey responses for the validated scales and subscales.Results17 fourth-year medical students completed pre- and post-course tests, 11 participated in the compassion curriculum while 6 participated from the other courses. Before any of the courses began, all students performed similarly on the pre-test across all scales. The students in the compassion curriculum demonstrated a significant increase in their total Self-Compassion score by 8.7 [95% CI 4.3 to 13.2] points (p = 0.008), total Compassion score by 6.0 [95% CI 1.4 to 10.6] points (p = 0.012), and the curiosity component of the Toronto Mindfulness Scale by 4.4 [95% CI 1.0 to 7.7] points (p = 0.012). There was no statistically significant difference between pre- and post-tests among the non-compassion curriculum students in the aforementioned scales (p = 0.461, p = 0.144, p = 0.785, respectively).ConclusionsOur results indicate that the students in our course developed an enhanced ability to engage in self-compassion, to understand the shared human experience, and to be motivated to act to alleviate suffering. Regardless of a program’s existing compassion education, this customizable model allows for easy integration into a medical student’s crowded curriculum. Furthermore, although teaching compassion early and often in a clinician’s training is desirable, our study that targeted fourth-year medical students suggests an additional benefit of rekindling the loss of compassion well described in a medical student’s clinical years.

Developing an artificial intelligence literacy framework: Evaluation of a literacy course for senior secondary students using a project-based learning approach

The advent of artificial intelligence (AI) in the workplace is pressuring employees to learn how to harness this technology. The goal of promoting AI literacy is to equip educated citizens with the readiness to apply AI. The aim of this study is to provide evidence to guide the development of an AI Literacy Framework to prepare educated citizens to participate in future society. We report on a 14-h AI literacy course for senior secondary students, emphasising problem-solving competence development and adopting the project-based learning approach. One hundred and twenty-eight students completed the course, and a mixed-methods analysis was conducted to evaluate the results. A post-course test showed that the course had improved the students’ ability to use AI concepts in solving real-life problems. Self-surveys indicated that the students showed a significant improvement in their metacognitive strategies in problem-solving, and had a better understanding of the ethical boundaries and principles that govern the use of AI for problem-solving. A thematic analysis of data drawn from focus group interviews with the students and their self-reflective writings indicated that PBL supported them in reflecting critically on the ethical use of AI and developing their problem-solving competence. Future studies should consider validating the course evaluation instruments among a more extensive and diverse population.

Dyadic practice for the acquisition of laparoscopic skills (DALS)-A randomized controlled trial.

Laparoscopic simulation is integral to surgical education but requires significant resources. We aimed to compare the effectiveness of dyadic practice (DP), involving two individuals working together, to individual practice (IP) for novices acquiring laparoscopic skills and assess their learning experience. We conducted a Randomized Controlled Trial comparing DP and IP for novice medical students who completed a laparoscopic simulation workshop. Participants were assessed individually pre-course (test 1), post-course (test 2), and 8-week retention (test 3) using a validated quantitative method. A post-course questionnaire and interview, analyzed with thematic analysis, assessed the learning experience. In total, 31 DP and 35 IP participants completed the study. There was no difference in mean scores between DP and IP groups in all three tests: test 1 (p=0.55), test 2 (p=0.26), test 3 (p=0.35). In trend analysis, the DP group improved post-course (test 1 vs. 2: p=0.02) and maintained this level at the retention test (2 vs. 3: p=0.80, 1 vs. 3: p=0.02). Whilst the IP group also improved post-course (test 1 vs. 2: p<0.001), this improvement was not retained (2 vs. 3: p=0.003, 1 vs. 3: p=0.32). Thematic analysis revealed that DP participants valued peer support, peer feedback and observation time, but also acknowledged the limitations of reduced practical time and issues with teamwork. DP is non-inferior to IP for novices learning laparoscopic skills, is well received and may lead to superior long-term skill retention.

Strengthening clinical bacteriology laboratory diagnostics to combat sepsis and antimicrobial resistance in Benin: a train-the-trainer approach.

Improved laboratory diagnostics is needed to support sepsis diagnosis and combat increasing antibiotic resistance in Benin. We trained clinical laboratory experts and technicians to improve their skills in accurate and up-to-date diagnostics. A Train-the-Trainer (TtT) approach was used to design the course that combines theoretical and practical laboratory skills, specifically addressing the knowledge gaps we had previously identified in our national survey. Pedagogical methods were student-centered, including peer learning, use of online materials, practical laboratory work and pre-and post-course tests. We first trained 10 trainers who in turn trained 40 laboratory technicians from across the country, from both public and private clinical and veterinary laboratories. The trainers also prepared standard operation procedures for blood culture and antibiotic susceptibility testing based on international standards. Three months after the training, follow-up visits were made to the laboratories where the implementation of the new skills was evaluated. The progress of the participants observed during the course and the implementation of the new skills afterwards proved the training to be effective. The professional networks created during the training, the empowerment that utilizes local knowledge resources, and the government support for our initiative can be expected to bring sustainability to the initiative and support the participation of Beninese laboratories in international surveillance programs in the future.

Evaluation of artificial intelligence fall school program at Smart University of Medical Sciences

Background: Educational evaluation is one of the main pillars of educational systems, and course evaluation is a survey that students or course members complete at the end of a class or academic course. This study aims to evaluate the ‘Artificial Intelligence Fall School Program’ at Smart University of Medical Sciences. Methods: This study was conducted by collecting on various aspects of the course, including the course structure, teaching methods, instructors, scientific evaluations, and pre- and post-course tests. The course evaluation was conducted using an online questionnaire. In the initial phase of the study, the sample size was determined to be 96 participants, as calculated using Cochran’s formula. The research data were statistically analyzed at two levels: descriptive and inferential. Descriptive analysis was performed using statistical indicators such as frequency, percentage, and mean. The inferential analysis was conducted using the paired t test. Analyses were performed using SPSS 22. Results: From the viewpoint of the participants, all artificial intelligence (AI) schools in the field of medical sciences were deemed satisfactory. A paired t test was used to analyze and compare the pre-test and post-test scores of participants in the Fall AI schools. The results indicated an increase in the post-test scores of participants, following their involvement in the seven-week AI schools, compared to their pre-test scores. Conclusion: This evaluative study offers crucial insights into the effectiveness of the "Fall AI Schools" training program in fostering AI proficiency among medical professionals. The quantitative findings reveal a statistically significant positive response and learning outcomes among the participants across the seven specialized schools.

Stepwise training program: A novel practice schedule for laparoscopic suturing

PurposeWe establish stepwise training program in which laparoscopic suturing is broken down to discrete steps. The purpose is to evaluate the learning outcomes of stepwise training program. Materials and methodsVolunteer participants were enrolled from medical students and surgical trainees. Students took two courses of 2-h stepwise training, and a post-course (1st & 2nd) test was taken after each course; trainees took one course of stepwise training with a pre-course (1st) and a post-course (2nd) test. Attending surgeons took the test as control. Learning outcomes were assessed with laparoscopic suturing competency assessment tool (LS-CAT) and suturing time. ResultsThere were 10 students, 8 trainees and 6 surgeon controls. Suturing time and LS-CAT scores significantly improved between the 1st and 2nd test (p < 0.01). In the both tests, suturing time and LS-CAT scores of students and trainees were similar. In the 1st test, surgeons had significantly better performance in suturing time and LS-CAT score than students and trainees; in the 2nd test, the LS-CAT scores of students and trainees were similar to the surgeon controls. ConclusionsStepwise program effectively enhances laparoscopic suturing skill for medical students and surgical trainees. Catch-up effect was demonstrated in medical students with stepwise training.

Evaluation of Knowledge among Medical Students Attending an Obstetrics and Gynecology Preparatory Course: A Non-Experimental Study.

Preparatory courses are frequently utilized strategies to assist, simplify, prepare, and give receivers a better understanding of varied knowledge. Nonetheless, data on this topic are rare throughout the Middle East, particularly in Saudi Arabia. This study aimed to look at the progress of students who took the "Obstetrics and Gynecology (OBGYN) Made Easy" course, a preparatory course for the fifth-year medical students studying OBGYN for the first time, at our institute. This is a non-experimental study performed in August 2021 among fifth-year medical students who attended the course at our university institute in Jeddah, Saudi Arabia. An online questionnaire with 13 questions covering various course contents was used to collect data. Each student completed the identical questionnaire twice with randomized assortment: as a pretest and as a post-test of their knowledge. The qualitative data were described using the mean and standard deviation. P < 0.05 was considered significant when used to determine whether the difference in scores was statistically significant. This research involved a total of 66 female students. These students' mean pre-course test score was 7.32 ± 1.807 out of 13. The mean post-course test score was 9.52 ± 2.054. There was a significant difference between the pre- and post-course outcomes when they were compared (P = 0.01). According to this study's findings, the students who took the course improved their post-course exam performance. The "OBGYN Made Easy" course should be offered for medical students to assist and guide them in preparing for their rotation in OBGYN.

A51Educational effectiveness of a high-consequence infectious disease training course using ultraviolet simulation

High-consequence infectious diseases (HCID) are pathogens which spread easily between people, have high mortality rates, and lack effective treatment [1]. Examples include Ebola and Lassa fever. Most emerging pandemics, including COVID-19, are initially classified as HCID. Assessment of patients with suspected HCID infection is an advanced procedural skill requiring application of enhanced infection control measures including patient isolation, personal protective equipment, and decontamination. There is a risk of healthcare worker infection if procedures are not followed [2]. HCID often present in non-specialist centres; there is a need for an accessible, educationally effective HCID course for NHS staff. We developed a course for clinicians in infectious disease and emergency medicine, in collaboration with the Health &amp; Safety Executive and clinicians in the UK-HCID network. The course uses a blended approach; theoretical components are taught with online learning. Practical components are taught with high-fidelity, multidisciplinary simulation using VIOLET, a mannequin which coughs, vomits and sweats ultraviolet markers ( Ultraviolet tracers are used to replicate contact and airborne transmission of infectious pathogens in simulation scenarios Between 01/12/22 and 01/04/23, 57 specialized clinicians participated. All participants passed post-course competency-based practical assessments. Participants demonstrated significant gains in knowledge between pre- and post-course tests (mean score 61% vs. 83%, This is the first HCID simulation course internationally using ultraviolet markers to allow visualization of contamination. The course appears to be an effective educational intervention and improves learner confidence in PPE use. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

Impact of transition to a hybrid model of biochemistry course-based undergraduate research experience during the COVID-19 pandemic on student science self-efficacy and conceptual knowledge

The COVID-19 outbreak has had a significant impact on higher education worldwide. In-person courses had to be quickly transited to online, including lab courses embedded with Course-based Undergraduate Research Experiences (CUREs). In response to this challenge, we successfully converted a fully in-person biochemistry lab that integrated with a 6-week modular CURE (mCURE) into a hybrid CURE (hCURE) in Fall 2020, with support from the Malate dehydrogenase CUREs Community. The hCURE was structured to have in-person labs and online activities arranged on an alternating weekly basis, so that only half of the regular class size of students attended the hands-on labs at any given time to maintain proper social distancing. To evaluate the efficacy of the hCURE, student science self-efficacy and conceptual understanding of protein structure–function relationships were measured using pre-course and post-course surveys and tests, respectively. Our data showed a significant increase in student science self-efficacy and conceptual knowledge test scores. Furthermore, we compared the pre-lab quiz scores that assessed various biochemical concepts and skills across three different semesters, Fall 2019 with a fully in-person mCURE before the pandemic, Fall 2020 with the hCURE implemented during the pandemic, and Fall 2021 when the lab returned to the fully in-person mCURE following the pandemic. A significant decline in quiz scores from Fall 2019 to Fall 2020, and an even further decline from Fall 2019 to Fall 2021 were observed, suggesting that apart from the impact of course modality, the pandemic may have exerted a lasting adverse effect on student learning.

Outcomes and potential impact of a virtual hands-on training program on MRI staging confidence and performance in rectal cancer

ObjectivesTo explore the potential impact of a dedicated virtual training course on MRI staging confidence and performance in rectal cancer.MethodsForty-two radiologists completed a stepwise virtual training course on rectal cancer MRI staging composed of a pre-course (baseline) test with 7 test cases (5 staging, 2 restaging), a 1-day online workshop, 1 month of individual case readings (n = 70 cases with online feedback), a live online feedback session supervised by two expert faculty members, and a post-course test. The ESGAR structured reporting templates for (re)staging were used throughout the course. Results of the pre-course and post-course test were compared in terms of group interobserver agreement (Krippendorf’s alpha), staging confidence (perceived staging difficulty), and diagnostic accuracy (using an expert reference standard).ResultsThough results were largely not statistically significant, the majority of staging variables showed a mild increase in diagnostic accuracy after the course, ranging between + 2% and + 17%. A similar trend was observed for IOA which improved for nearly all variables when comparing the pre- and post-course. There was a significant decrease in the perceived difficulty level (p = 0.03), indicating an improved diagnostic confidence after completion of the course.ConclusionsThough exploratory in nature, our study results suggest that use of a dedicated virtual training course and web platform has potential to enhance staging performance, confidence, and interobserver agreement to assess rectal cancer on MRI virtual training and could thus be a good alternative (or addition) to in-person training.Clinical relevance statementRectal cancer MRI reporting quality is highly dependent on radiologists’ expertise, stressing the need for dedicated training/teaching. This study shows promising results for a virtual web-based training program, which could be a good alternative (or addition) to in-person training.Key Points• Rectal cancer MRI reporting quality is highly dependent on radiologists’ expertise, stressing the need for dedicated training and teaching.• Using a dedicated virtual training course and web-based platform, encouraging first results were achieved to improve staging accuracy, diagnostic confidence, and interobserver agreement.• These exploratory results suggest that virtual training could thus be a good alternative (or addition) to in-person training.