Mechanical ventilation training using flipped-classroom with a one-hour face-to-face tutorial
Refereed conference paper presented and published in conference proceedings


摘要Introduction: We studied the effectiveness of a flipped classroom approach using e-learning and a one-hour face-to-face (FTF) practical training in teaching medical students to manage basic mechanical ventilation (MV). Teaching MV is challenging due to teacher time limitations.
Methods: We performed a prospective cohort evaluation of the level of MV competence of final year medical students who participated in this optional training. The courseware consisted of an e-chapter (to introduce basic MV settings and physiology); online interactive cases and practice tests with a MV simulator (to facilitate scenario-based practice); a one-hour FTF tutorial (1 teacher to 6 students).
Two critical care educators, informed only of the syllabus outline, created the knowledge and skills assessments at a level expected of interns. Knowledge was assessed by pre- and post-course multiple choice questions (MCQs) testing 10 domains of MV. For each student, two MCQs of equal difficulty per domain were randomized to pre- and post-course tests. The two educators conducted 10-minute post-course skills testing of students’ practical competence
in setting the correct MV mode, FiO2, tidal volume, respiratory rate (RR), PEEP in a case scenario; performing appropriate action in response to desaturation, pressure or RR alarms; reassessing after setting or adjusting MV. Students’ feedback on the course’s usefulness was surveyed.
Results: 179(81%) students consented to participate. Mean MCQ score pre-course was 29% and post-course was 53% - with a mean increment (95% CI) of 32.6(28.7–36.6) in students who completed the course including FTF, 7.0(0.8–13.1) when courseware was used without FTF, and 7.7(−1.6–17.1) in those who did not attempt the course (p < 0.001). MCQ score improved in every domain (McNemar’s test, P-values varied from <0.001 to <0.03) and for all domains combined (McNemar’s test P <0.001). 23 randomly selected students participated in the skills test - median score was 8/10(IQR 6.75–8.5). Students reported the course useful for improving their MV competence.
Median score of individual course components was 4–5(IQR 4–5); 4 = agree, 5 = strongly agree.
Conclusions: The course is a time-efficient and effective approach to improve students’ MV knowledge and skills. Although FTF appeared to be necessary, we believe that it must be preceded by e-learning as one-hour FTF is insufficient to provide the background and practice skills teaching. Students showed motivation to participate and
found the training useful. The courseware is freely available to other educators and therefore only requires clinical teachers to provide one-hour FTF sessions.
著者C. Leung, G. Joynt, W. Wong, A. Lee, C. Gomersall
會議名稱37th International Symposium on Intensive Care and Emergency Medicine (part 1 of 3)
期刊名稱Critical Care
會議論文集題名37th International Symposium on Intensive Care and Emergency Medicine
期次(Suppl 1) 57
頁次11 - 11

上次更新時間 2021-17-06 於 00:31