John D Mitchell1, Feroze Mahmood2, Vanessa Wong3, Ruma Bose4, David A Nicolai5, Angela Wang3, Philip E Hess2, Robina Matyal2. 1. Assistant Professor of Anesthesia, Harvard Medical School, Beth Israel Deaconess Medical School, Boston, MA. Electronic address: jdmitche@bidmc.harvard.edu. 2. Associate Professor of Anesthesia, Harvard Medical School, Beth Israel Deaconess Medical Center, Boston, MA. 3. Beth Israel Deaconess Medical Center, Boston, MA. 4. Assistant Professor of Anesthesia, Harvard Medical School, Beth Israel Deaconess Medical School, Boston, MA. 5. Instructor of Anesthesia, Harvard Medical School, Beth Israel Deaconess Medical Center, Boston Children's Hospital, Boston, MA.
Abstract
OBJECTIVES: Teaching transesophageal echocardiography (TEE) remains challenging. The authors hypothesized that using online modules with live teaching in an echo training course would be feasible and result in superior knowledge acquisition to live teaching only. DESIGN: In this prospective cohort study, the authors implemented a TEE course with online modules and live teaching and compared it to a live-teaching-only version. SETTING: The online-and-live-teaching version of the course consisted of online modules and live sessions at Beth Israel Deaconess Medical Center (BIDMC), an academic medical center. The live-teaching-only version consisted of live sessions at BIDMC. PARTICIPANTS: Course participants included anesthesia trainees at BIDMC. INTERVENTIONS: Trainees taking the online-and-live-teaching version viewed online modules before live review lectures and simulation. Trainees taking the live-teaching-only version viewed live lectures before simulation. MEASUREMENTS AND MAIN RESULTS: Twenty-seven trainees completed the online-and-live-teaching version; six completed the live-teaching-only version. Trainees took a course exam after the first and last live sessions. For the online-and-live-teaching version, average pretest and posttest scores were 62.0%±13.7% and 77.5%±8.1%, respectively; pretest and posttest passing (≥70%) rates were 29.6% and 85.2%, respectively. Compared to the live-teaching-only version, the average pretest score was not significantly different (p=0.17), but the average posttest score was significantly higher (p=0.01). Trainee comfort with, and knowledge of, TEE increased after both versions. Trainees rated the utility of the live lectures and online modules similarly. CONCLUSIONS: A multimodal TEE curriculum increased trainees' knowledge of TEE concepts and had a positive reception from trainees.
OBJECTIVES: Teaching transesophageal echocardiography (TEE) remains challenging. The authors hypothesized that using online modules with live teaching in an echo training course would be feasible and result in superior knowledge acquisition to live teaching only. DESIGN: In this prospective cohort study, the authors implemented a TEE course with online modules and live teaching and compared it to a live-teaching-only version. SETTING: The online-and-live-teaching version of the course consisted of online modules and live sessions at Beth Israel Deaconess Medical Center (BIDMC), an academic medical center. The live-teaching-only version consisted of live sessions at BIDMC. PARTICIPANTS: Course participants included anesthesia trainees at BIDMC. INTERVENTIONS: Trainees taking the online-and-live-teaching version viewed online modules before live review lectures and simulation. Trainees taking the live-teaching-only version viewed live lectures before simulation. MEASUREMENTS AND MAIN RESULTS: Twenty-seven trainees completed the online-and-live-teaching version; six completed the live-teaching-only version. Trainees took a course exam after the first and last live sessions. For the online-and-live-teaching version, average pretest and posttest scores were 62.0%±13.7% and 77.5%±8.1%, respectively; pretest and posttest passing (≥70%) rates were 29.6% and 85.2%, respectively. Compared to the live-teaching-only version, the average pretest score was not significantly different (p=0.17), but the average posttest score was significantly higher (p=0.01). Trainee comfort with, and knowledge of, TEE increased after both versions. Trainees rated the utility of the live lectures and online modules similarly. CONCLUSIONS: A multimodal TEE curriculum increased trainees' knowledge of TEE concepts and had a positive reception from trainees.
Authors: Robina Matyal; Faraz Mahmood; Ziyad Omar Knio; Stephanie Jones; Lu Yeh; Rabina Amir; Ruma Bose; John D Mitchell Journal: Echo Res Pract Date: 2018-05-09
Authors: Jennita G Meinema; Nienke Buwalda; Faridi S van Etten-Jamaludin; Mechteld R M Visser; Nynke van Dijk Journal: Acad Med Date: 2019-02 Impact factor: 6.893
Authors: Robina Matyal; Faraz Mahmood; Ziyad Omar Knio; Stephanie B Jones; Lu Yeh; Rabia Amir; Ruma Bose; John D Mitchell Journal: Echo Res Pract Date: 2018-09-01
Authors: Daniel P Walsh; Kadhiresan R Murugappan; Achikam Oren-Grinberg; Vanessa T Wong; John D Mitchell; Robina Matyal Journal: Echo Res Pract Date: 2020-02-17