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E-Learning Abstract ID: 172 Oral Presentation
AN E-LEARNING INTERVENTION TO
ENHANCE MEDICAL STUDENT’S
COMPETENCE IN OXYGEN DELIVERY
METHODS
Shana Godfred-Cato, MS IV, J. Michael Metts, DO,
Greg Kolbinger, PA-C, Edward P. Finnerty, PhD.
and Kyla Carney, DO Des Moines University, Des
Moines, IA, USA
PURPOSE
Student performance in a comprehensive clinical
simulation exercise at the end of the 3rd year had
demonstrated some deficiencies in oxygen delivery
methods. A tutorial exercise was developed to
remedy this issue. This study assessed if an e-
learning intervention improved the student’s
competence in oxygen delivery methods during the
comprehensive clinical simulation lab.
METHODS
An independent study tutorial describing proper
oxygen delivery methods was developed and made
available to all 3rd year students through our course
management system. The tutorial program
consisted of a Pre-test, video illustrating the proper
use of oxygen delivery equipment and a Post-test.
The Pre-test was required to be completed before
the video was made available and the Post-test was
only available after the video was viewed. The Posttest
and the course evaluation included questions
regarding student satisfaction. Video recording of
the group simulation exercises were made of the
classes before the tutorial was introduced and after
for comparison.
RESULTS
Of the 217 students in the course, 136 (63%)
completed the Pre-test and 119 of those completed
the Post-test. There was a significant improvement
in performance on the Post-test compared to the
Pre-test (87 ± 14 vs 61 ± 13; paired t-test, p <
0.001). There was an overwhelming perception of
value with 92% responding favorably that the
program increased their knowledge of oxygen
delivery methods. A large majority (88%) were
satisfied with the ease of use of the tutorial video.
Evaluation of the video records did not reveal any
appreciable differences, though a number of the
recordings were not useable and could not be
assessed with our scoring rubric.
CONCLUSIONS
The results of the study demonstrate that students
who utilized the tutorial program improved their
knowledge of oxygen delivery methods. A limitation
of this study is that we were unable to ascertain if
the knowledge translated into an improved
performance in the simulation exercise. This study
does show that an independent learning module can
enhance medical students’ education.
E-Learning Abstract ID: 173
VIDEO REVIEW IMPROVES COMPETENCY
PERFORMANCE SKILLS ON OBJECTIVE
STRUCTURED CLINICAL EXAMINATION
(OSCE)
John C. Pearson, Gary L. Nieder and S. Bruce
Binder, Wright State University Boonshoft School
of Medicine, Dayton, OH, USA
PURPOSE
Although instructional video plays a major role in
medical curricula, its educational effectiveness
continues to be measured primarily through
subjective evaluation by the students who use it
rather than through empirical investigation. The
present study used experimental design to
determine whether digital video recordings help
medical students learn to perform clinical skills
more effectively.
METHODS
Over a 5-year period (2006-2010), we compared
OSCE performance scores of Year 1 medical
students who reviewed videos of musculoskeletal
exam instruction prior to skills testing versus those
who did not. All students received the same
classroom instruction in performing all physical
exam procedures. Students in the classes of 2008-
2010 had the additional opportunity to view video
recordings of a physician performing the same
physical exam competencies posted on an Internet
server for voluntary use. We tracked video usage for
each student through analysis of server log entries.
We compared OSCE scores using One Way Analysis
of Variance (ANOVA) with Bonferroni's Multiple
Comparisons test.
RESULTS
Students who viewed videos prior to OSCE testing
('users'; N=194) performed significantly higher in
competency skills ratings than those who did not
('non-users'; N=108) (mean=19.30 v.18.93;
p