• Dorothea Hempel, Sivajini Sinnathurai, Stephanie Haunhorst, Armin Seibel, Guido Michels, Frank Heringer, Florian Recker, and Raoul Breitkreutz.
• aDepartment of Cardiology, Angiology and Intensive Care, University Medical Center Mainz, Mainz, Rheinland-PfalzbDepartment of Anesthesiology and Intensive Care Medicine, Kliniken Maria Hilf, MoenchengladbachcDepartment of Anesthesiology, Intensive Care and Emergency Medicine, Diakonie Klinikum Jung Stilling, SiegendDepartment III of Internal Medicine, Heart Center, University Hospital of Cologne, CologneeFINeST Frankfurt Institute of Emergency Medicine and Simulation Training, University Hospital of the Johann Wolfgang Goethe UniversityfUltrasound Network in Acute and Critical Care, SonoABCD, Frankfurt am MaingSono4Students, University Hospital Bonn, Bonn, Germany.
• Eur J Emerg Med. 2016 Aug 1; 23 (4): 298-304.

BackgroundTheoretical 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 MethodsThis 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.ResultsG1 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.Conclusione-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.

15 keywords...

hide…