Mikael Johannes Vuokko Henriksen1,2, Troels Wienecke3,4, Helle Thagesen4, Rikke Borre Vita Jacobsen3,5, Yousif Subhi3,6, Ryan Brydges7,8,9, Charlotte Ringsted10, Lars Konge11,3. 1. Copenhagen Academy for Medical Education and Simulation, Copenhagen, The Capital Region of Denmark, Denmark. mikael.johannes.vuokko.henriksen@regionh.dk. 2. Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark. mikael.johannes.vuokko.henriksen@regionh.dk. 3. Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark. 4. Department of Neurology, Zealand University Hospital, Roskilde, Denmark. 5. Center for Head and Orthopedic/UFU 4231 Anesthesiology, Rigshospitalet, Copenhagen, Denmark. 6. Department of Ophthalmology, Zealand University Hospital, Roskilde, Denmark. 7. The Wilson Center, University Health Network, Toronto, Canada. 8. Allan Waters Family Simulation Centre & Professorship in Technology-Enabled Education, St. Michael's Hospital, Toronto, Canada. 9. Deptarment of Medicine, University of Toronto, Toronto, Canada. 10. Centre for Health Science Education, Faculty of Health, Aarhus University, Aarhus, Denmark. 11. Copenhagen Academy for Medical Education and Simulation, Copenhagen, The Capital Region of Denmark, Denmark.
Abstract
BACKGROUND: Lumbar puncture is often associated with uncertainty and limited experience on the part of residents; therefore, preparatory interventions can be essential. There is growing interest in the potential benefit of videos over written text. However, little attention has been given to whether the design of the videos impacts on subsequent performance. OBJECTIVE: To investigate the effect of different preparatory interventions on learner performance and self-confidence regarding lumbar puncture (LP). DESIGN: Randomized controlled trial in which participants were randomly assigned to one of three interventions as preparation for performing lumbar puncture: 1) goal- and learner-centered video (GLV) presenting procedure-specific process goals and learner-centered information; 2) traditional video (TV) providing expert-driven content, but no process goals; and 3) written text (WT) with illustrations. PARTICIPANTS AND MAIN MEASURES: Participants were PGY-1 doctors without LP experience. After the preparatory intervention, participants performed an LP in a simulated setting with a standardized patient and an assistant. Two content experts, blinded to participant group allocation, assessed video recordings of the performance using the Lumbar Puncture Assessment Tool (LumPAT) and an overall global rating. Participants rated their self-confidence immediately prior to performing the procedure. The primary outcome was the difference in LumPAT scores among groups. KEY RESULTS:A total of 110 PGY-1 doctors were included. Results demonstrated significant differences in LumPATmean scores among the three groups: GLV, 42.8; TV, 40.6; WT, 38.1 (p = 0.01). The global rating scores were highest in the GLV group (p = 0.026). Self-confidence scores differed significantly among the three groups (p = 0.003), with the TV group scoring the highest. There were no significant correlations between self-confidence scores and performance scores in any of the groups. CONCLUSION: A video designed with procedure-specific process goals and learner-centered information resulted in better subsequent LP performance than a traditionally designed video or written text. Participants' self-confidence was not predictive of their actual performance.
RCT Entities:
BACKGROUND: Lumbar puncture is often associated with uncertainty and limited experience on the part of residents; therefore, preparatory interventions can be essential. There is growing interest in the potential benefit of videos over written text. However, little attention has been given to whether the design of the videos impacts on subsequent performance. OBJECTIVE: To investigate the effect of different preparatory interventions on learner performance and self-confidence regarding lumbar puncture (LP). DESIGN: Randomized controlled trial in which participants were randomly assigned to one of three interventions as preparation for performing lumbar puncture: 1) goal- and learner-centered video (GLV) presenting procedure-specific process goals and learner-centered information; 2) traditional video (TV) providing expert-driven content, but no process goals; and 3) written text (WT) with illustrations. PARTICIPANTS AND MAIN MEASURES: Participants were PGY-1 doctors without LP experience. After the preparatory intervention, participants performed an LP in a simulated setting with a standardized patient and an assistant. Two content experts, blinded to participant group allocation, assessed video recordings of the performance using the Lumbar Puncture Assessment Tool (LumPAT) and an overall global rating. Participants rated their self-confidence immediately prior to performing the procedure. The primary outcome was the difference in LumPAT scores among groups. KEY RESULTS: A total of 110 PGY-1 doctors were included. Results demonstrated significant differences in LumPAT mean scores among the three groups: GLV, 42.8; TV, 40.6; WT, 38.1 (p = 0.01). The global rating scores were highest in the GLV group (p = 0.026). Self-confidence scores differed significantly among the three groups (p = 0.003), with the TV group scoring the highest. There were no significant correlations between self-confidence scores and performance scores in any of the groups. CONCLUSION: A video designed with procedure-specific process goals and learner-centered information resulted in better subsequent LP performance than a traditionally designed video or written text. Participants' self-confidence was not predictive of their actual performance.
Entities:
Keywords:
medical education; medical education–clinical skills training; medical education–instructional design
Authors: Bernhard Rössler; Daniel Lahner; Karl Schebesta; Astrid Chiari; Walter Plöchl Journal: Clin Neurol Neurosurg Date: 2012-02-05 Impact factor: 1.876
Authors: Maura E Sullivan; Adrian Ortega; Nir Wasserberg; Howard Kaufman; Julie Nyquist; Richard Clark Journal: Am J Surg Date: 2008-01 Impact factor: 2.565
Authors: Mikael Johannes Vuokko Henriksen; Troels Wienecke; Helle Thagesen; Rikke Vita Borre Jacobsen; Yousif Subhi; Charlotte Ringsted; Lars Konge Journal: J Gen Intern Med Date: 2017-02-06 Impact factor: 5.128
Authors: Nanna Jo Borgersen; Mikael Johannes Vuokko Henriksen; Lars Konge; Torben Lykke Sørensen; Ann Sofia Skou Thomsen; Yousif Subhi Journal: Clin Ophthalmol Date: 2016-08-16
Authors: Harald Hampel; Leslie M Shaw; Paul Aisen; Christopher Chen; Alberto Lleó; Takeshi Iwatsubo; Atsushi Iwata; Masahito Yamada; Takeshi Ikeuchi; Jianping Jia; Huali Wang; Charlotte E Teunissen; Elaine Peskind; Kaj Blennow; Jeffrey Cummings; Andrea Vergallo Journal: Alzheimers Dement Date: 2021-05-27 Impact factor: 16.655