Objective: We investigated the educational value of implementing a web-based e-learning program into a medical student emergency medicine rotation. We created "UltrasoundBox," a browser-based application where students interpret ultrasound (US) images. Our goal was to assess how this form of e-learning performs when compared to more passive, lecture-based online US education. We also assessed the how the students interpreted the addition this learning modality to the rotation. Methods: This is a randomized, controlled study to assess the educational outcomes of implementing UltrasoundBox compared to lecture-based US education. Fourth-year medical students on their emergency medicine rotation were enrolled in the study. Students randomized to the control arm were instructed to watch widely available educational lecture videos. Students randomized to the intervention arm received access to UltrasoundBox and were instructed to complete the clinical modules. Both groups completed the same standardized US examination before and after the trial. All the trial participants were given a survey to complete after the trial. Results: We enrolled 42 students, with 23 in the control group and 19 in the intervention group. On the post-intervention examination, the control and intervention groups were found to have mean examination scores of 61.6% and 73.6% respectively, with a statistically significant difference of 12% (95% confidence interval 1.611 to 5.56; p < 0.0005). A total of 92% of survey respondents in the intervention group indicated that UltrasoundBox was an effective tool in meeting the intended learning objectives, while only 36.8% of the control group indicated this for the online lectures (p < 0.005). Conclusions: We found that medical students using the web-based e-learning platform UltrasoundBox achieved better scores on the examination when compared to the medical students using existing online lecture-based US educational resources. The students reported that the addition of UltrasoundBox added educational value to the rotation.
Objective: We investigated the educational value of implementing a web-based e-learning program into a medical student emergency medicine rotation. We created "UltrasoundBox," a browser-based application where students interpret ultrasound (US) images. Our goal was to assess how this form of e-learning performs when compared to more passive, lecture-based online US education. We also assessed the how the students interpreted the addition this learning modality to the rotation. Methods: This is a randomized, controlled study to assess the educational outcomes of implementing UltrasoundBox compared to lecture-based US education. Fourth-year medical students on their emergency medicine rotation were enrolled in the study. Students randomized to the control arm were instructed to watch widely available educational lecture videos. Students randomized to the intervention arm received access to UltrasoundBox and were instructed to complete the clinical modules. Both groups completed the same standardized US examination before and after the trial. All the trial participants were given a survey to complete after the trial. Results: We enrolled 42 students, with 23 in the control group and 19 in the intervention group. On the post-intervention examination, the control and intervention groups were found to have mean examination scores of 61.6% and 73.6% respectively, with a statistically significant difference of 12% (95% confidence interval 1.611 to 5.56; p < 0.0005). A total of 92% of survey respondents in the intervention group indicated that UltrasoundBox was an effective tool in meeting the intended learning objectives, while only 36.8% of the control group indicated this for the online lectures (p < 0.005). Conclusions: We found that medical students using the web-based e-learning platform UltrasoundBox achieved better scores on the examination when compared to the medical students using existing online lecture-based US educational resources. The students reported that the addition of UltrasoundBox added educational value to the rotation.
Authors: Richard A Hoppmann; Victor V Rao; Mary Beth Poston; Duncan B Howe; Patrick S Hunt; Stanley D Fowler; Lance E Paulman; James R Wells; Nancy A Richeson; Paul V Catalana; Lynn K Thomas; L Britt Wilson; Thomas Cook; Shaun Riffle; Francis H Neuffer; James B McCallum; Brian D Keisler; Rachel S Brown; Anthony R Gregg; Kerry M Sims; Caroline K Powell; Matthew D Garber; James E Morrison; William B Owens; Kevin A Carnevale; William R Jennings; Sarah Fletcher Journal: Crit Ultrasound J Date: 2011-02-01
Authors: Matthias Knobe; Ralf Münker; Richard M Sellei; Malte Holschen; Saskia C Mooij; Bernhard Schmidt-Rohlfing; Fritz-Uwe Niethard; Hans-Christoph Pape Journal: Med Educ Date: 2009-12-21 Impact factor: 6.251
Authors: Nelia Afonso; David Amponsah; James Yang; Jennifer Mendez; Patrick Bridge; Gregory Hays; Sudhir Baliga; Karen Crist; Simone Brennan; Matt Jackson; Scott Dulchavsky Journal: J Gen Intern Med Date: 2010-08-10 Impact factor: 5.128
Authors: Colleen Cuca; Patrick Scheiermann; Dorothea Hempel; Gabriele Via; Armin Seibel; Magnus Barth; Tim O Hirche; Felix Walcher; Raoul Breitkreutz Journal: Emerg Med Int Date: 2013-11-12 Impact factor: 1.112
Authors: Richard A Hoppmann; Victor V Rao; Floyd Bell; Mary Beth Poston; Duncan B Howe; Shaun Riffle; Stephen Harris; Ruth Riley; Carol McMahon; L Britt Wilson; Erika Blanck; Nancy A Richeson; Lynn K Thomas; Celia Hartman; Francis H Neuffer; Brian D Keisler; Kerry M Sims; Matthew D Garber; C Osborne Shuler; Michael Blaivas; Shawn A Chillag; Michael Wagner; Keith Barron; Danielle Davis; James R Wells; Donald J Kenney; Jeffrey W Hall; Paul H Bornemann; David Schrift; Patrick S Hunt; William B Owens; R Stephen Smith; Allison G Jackson; Kelsey Hagon; Steven P Wilson; Stanley D Fowler; James F Catroppo; Ali A Rizvi; Caroline K Powell; Thomas Cook; Eric Brown; Fernando A Navarro; Joshua Thornhill; Judith Burgis; William R Jennings; James B McCallum; James M Nottingham; James Kreiner; Robert Haddad; James R Augustine; Norman W Pedigo; Paul V Catalana Journal: Crit Ultrasound J Date: 2015-11-21