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Digital Delivery of a Global Critical Care Education Program

BACKGROUND: CERTAIN (Checklist for Early Recognition and Treatment of Acute Illness and iNjury) education program was developed to accelerate the global dissemination of a standardized, systemic, structured approach to critical care delivery. The coronavirus disease (COVID-19) pandemic prompted the...

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Autores principales: Sun, Yuqiang, Kashyap, Rahul, Heise, Katherine, Castillo Zambrano, Claudia, Niven, Alexander, Gajic, Ognjen, Dong, Yue
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Thoracic Society 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10394714/
https://www.ncbi.nlm.nih.gov/pubmed/37538073
http://dx.doi.org/10.34197/ats-scholar.2022-0086IN
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author Sun, Yuqiang
Kashyap, Rahul
Heise, Katherine
Castillo Zambrano, Claudia
Niven, Alexander
Gajic, Ognjen
Dong, Yue
author_facet Sun, Yuqiang
Kashyap, Rahul
Heise, Katherine
Castillo Zambrano, Claudia
Niven, Alexander
Gajic, Ognjen
Dong, Yue
author_sort Sun, Yuqiang
collection PubMed
description BACKGROUND: CERTAIN (Checklist for Early Recognition and Treatment of Acute Illness and iNjury) education program was developed to accelerate the global dissemination of a standardized, systemic, structured approach to critical care delivery. The coronavirus disease (COVID-19) pandemic prompted the evolution of this program from a live in-person course to a blended synchronous and asynchronous learning experience, including virtual simulation. OBJECTIVES: We describe our experience and insights gained through this digital program transformation and highlight areas in need of further research to advance the delivery of high-quality online education offerings to global interprofessional audiences. METHODS: The CERTAIN education program was delivered to a broad international audience first in person (2016–2019) and then virtually during the COVID-19 global pandemic (2020–present). During this transition, we adopted a flipped classroom model to deliver the core content asynchronously using an online learning management system, supplemented by a novel synchronous online experience to provide learners with the opportunity to apply these concepts using a series of simulated clinical cases. RESULTS: A total of 400 participants attended 11 CERTAIN courses. We transitioned our 10-hour live course to a 3-hour virtual workshop. The duration of simulation activities (admission, rounding, and shared decision-making) remained constant. Didactic lectures were eliminated from the synchronous online course and presented as recorded videos in precourse materials. We collected 306 postcourse surveys (response rate, 76.5%). The majority of the overall course ratings were excellent (147 [49.5%]) and very good (97 [32.7%]), and learner responses were similar to live and online courses. Simulation activities were consistently the most popular elements of our program. Access to digital learning platforms and language barriers during simulation activities proved to be the greatest challenges during our transition. Delivering mobile-friendly online content and close coordination between dedicated bilingual faculty and local champions helped overcome these challenges. CONCLUSION: Critical care education and case-based simulation workshops can be delivered to international interprofessional audiences with similar, high degrees of learner satisfaction to in-person offerings.
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spelling pubmed-103947142023-08-03 Digital Delivery of a Global Critical Care Education Program Sun, Yuqiang Kashyap, Rahul Heise, Katherine Castillo Zambrano, Claudia Niven, Alexander Gajic, Ognjen Dong, Yue ATS Sch Innovations BACKGROUND: CERTAIN (Checklist for Early Recognition and Treatment of Acute Illness and iNjury) education program was developed to accelerate the global dissemination of a standardized, systemic, structured approach to critical care delivery. The coronavirus disease (COVID-19) pandemic prompted the evolution of this program from a live in-person course to a blended synchronous and asynchronous learning experience, including virtual simulation. OBJECTIVES: We describe our experience and insights gained through this digital program transformation and highlight areas in need of further research to advance the delivery of high-quality online education offerings to global interprofessional audiences. METHODS: The CERTAIN education program was delivered to a broad international audience first in person (2016–2019) and then virtually during the COVID-19 global pandemic (2020–present). During this transition, we adopted a flipped classroom model to deliver the core content asynchronously using an online learning management system, supplemented by a novel synchronous online experience to provide learners with the opportunity to apply these concepts using a series of simulated clinical cases. RESULTS: A total of 400 participants attended 11 CERTAIN courses. We transitioned our 10-hour live course to a 3-hour virtual workshop. The duration of simulation activities (admission, rounding, and shared decision-making) remained constant. Didactic lectures were eliminated from the synchronous online course and presented as recorded videos in precourse materials. We collected 306 postcourse surveys (response rate, 76.5%). The majority of the overall course ratings were excellent (147 [49.5%]) and very good (97 [32.7%]), and learner responses were similar to live and online courses. Simulation activities were consistently the most popular elements of our program. Access to digital learning platforms and language barriers during simulation activities proved to be the greatest challenges during our transition. Delivering mobile-friendly online content and close coordination between dedicated bilingual faculty and local champions helped overcome these challenges. CONCLUSION: Critical care education and case-based simulation workshops can be delivered to international interprofessional audiences with similar, high degrees of learner satisfaction to in-person offerings. American Thoracic Society 2023-02-28 /pmc/articles/PMC10394714/ /pubmed/37538073 http://dx.doi.org/10.34197/ats-scholar.2022-0086IN Text en Copyright © 2023 by the American Thoracic Society https://creativecommons.org/licenses/by-nc-nd/4.0/This article is open access and distributed under the terms of the Creative Commons Attribution Non-Commercial No Derivatives License 4.0 (https://creativecommons.org/licenses/by-nc-nd/4.0/) . For commercial usage and reprints, please e-mail Diane Gern.
spellingShingle Innovations
Sun, Yuqiang
Kashyap, Rahul
Heise, Katherine
Castillo Zambrano, Claudia
Niven, Alexander
Gajic, Ognjen
Dong, Yue
Digital Delivery of a Global Critical Care Education Program
title Digital Delivery of a Global Critical Care Education Program
title_full Digital Delivery of a Global Critical Care Education Program
title_fullStr Digital Delivery of a Global Critical Care Education Program
title_full_unstemmed Digital Delivery of a Global Critical Care Education Program
title_short Digital Delivery of a Global Critical Care Education Program
title_sort digital delivery of a global critical care education program
topic Innovations
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10394714/
https://www.ncbi.nlm.nih.gov/pubmed/37538073
http://dx.doi.org/10.34197/ats-scholar.2022-0086IN
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