Cargando…

Impact of Simulation on Critical Care Fellows’ Electroencephalography Learning

Introduction Continuous electroencephalography (EEG) is an important monitoring modality in the intensive care unit and a key skill for critical care fellows (CCFs) to learn. Our objective was to evaluate with CCFs an EEG educational curriculum on a web-based simulator. Methods This prospective coho...

Descripción completa

Detalles Bibliográficos
Autores principales: Fahy, Brenda G, Lampotang, Samsun, Cibula, Jean E, Johnson, W. Travis, Cooper, Lou Ann, Lizdas, David, Gravenstein, Nikolaus, Vasilopoulos, Terrie
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Cureus 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9128666/
https://www.ncbi.nlm.nih.gov/pubmed/35637804
http://dx.doi.org/10.7759/cureus.24439
_version_ 1784712600141955072
author Fahy, Brenda G
Lampotang, Samsun
Cibula, Jean E
Johnson, W. Travis
Cooper, Lou Ann
Lizdas, David
Gravenstein, Nikolaus
Vasilopoulos, Terrie
author_facet Fahy, Brenda G
Lampotang, Samsun
Cibula, Jean E
Johnson, W. Travis
Cooper, Lou Ann
Lizdas, David
Gravenstein, Nikolaus
Vasilopoulos, Terrie
author_sort Fahy, Brenda G
collection PubMed
description Introduction Continuous electroencephalography (EEG) is an important monitoring modality in the intensive care unit and a key skill for critical care fellows (CCFs) to learn. Our objective was to evaluate with CCFs an EEG educational curriculum on a web-based simulator. Methods This prospective cohort study was conducted at a major academic medical center in Florida. After Institutional Review Board approval, 13 CCFs from anesthesiology, surgery, and pulmonary medicine consented to take an EEG curriculum. A 25-item EEG assessment was completed at baseline, after 10 EEG interpretations with a neurophysiologist, and after 10 clinically relevant EEG-based simulations providing clinical EEG interpretation hints. A 50-minute tutorial podcast was viewed after the baseline assessment. Main assessment outcomes included multiple outcomes related to web-based simulator performance: percent of hints used, percent of first words on EEG interpretation correct, and percent hint-based EEG interpretation score correct, with higher scores indicating more correct answers. Participants completed a 25-item EEG assessment before (baseline) and after the web-based simulator. Results All 13 CCFs completed the curriculum. Between scenarios, there were differences in percent of hints used (F(9,108) = 11.7, p < 0.001), percent of first words correct (F(9,108 )= 13.6, p < 0.001), and overall percent hint-based score (F(9,108 )= 14.0, p < 0.001). Nonconvulsive status epilepticus had the lowest percent of hints used (15%) and the highest hint-based score (87%). Overall percent hint-based score (mean across all scenarios) was positively correlated with change in performance as the number of correct answers on the 25-item EEG assessment from before to after the web-based simulator activity (Spearman’s rho = 0.67, p = 0.023). Conclusions A self-paced EEG interpretation curriculum involving a flipped classroom and screen-based simulation each requiring less than an hour to complete significantly improved CCF scores on the EEG assessment compared to baseline.
format Online
Article
Text
id pubmed-9128666
institution National Center for Biotechnology Information
language English
publishDate 2022
publisher Cureus
record_format MEDLINE/PubMed
spelling pubmed-91286662022-05-29 Impact of Simulation on Critical Care Fellows’ Electroencephalography Learning Fahy, Brenda G Lampotang, Samsun Cibula, Jean E Johnson, W. Travis Cooper, Lou Ann Lizdas, David Gravenstein, Nikolaus Vasilopoulos, Terrie Cureus Medical Education Introduction Continuous electroencephalography (EEG) is an important monitoring modality in the intensive care unit and a key skill for critical care fellows (CCFs) to learn. Our objective was to evaluate with CCFs an EEG educational curriculum on a web-based simulator. Methods This prospective cohort study was conducted at a major academic medical center in Florida. After Institutional Review Board approval, 13 CCFs from anesthesiology, surgery, and pulmonary medicine consented to take an EEG curriculum. A 25-item EEG assessment was completed at baseline, after 10 EEG interpretations with a neurophysiologist, and after 10 clinically relevant EEG-based simulations providing clinical EEG interpretation hints. A 50-minute tutorial podcast was viewed after the baseline assessment. Main assessment outcomes included multiple outcomes related to web-based simulator performance: percent of hints used, percent of first words on EEG interpretation correct, and percent hint-based EEG interpretation score correct, with higher scores indicating more correct answers. Participants completed a 25-item EEG assessment before (baseline) and after the web-based simulator. Results All 13 CCFs completed the curriculum. Between scenarios, there were differences in percent of hints used (F(9,108) = 11.7, p < 0.001), percent of first words correct (F(9,108 )= 13.6, p < 0.001), and overall percent hint-based score (F(9,108 )= 14.0, p < 0.001). Nonconvulsive status epilepticus had the lowest percent of hints used (15%) and the highest hint-based score (87%). Overall percent hint-based score (mean across all scenarios) was positively correlated with change in performance as the number of correct answers on the 25-item EEG assessment from before to after the web-based simulator activity (Spearman’s rho = 0.67, p = 0.023). Conclusions A self-paced EEG interpretation curriculum involving a flipped classroom and screen-based simulation each requiring less than an hour to complete significantly improved CCF scores on the EEG assessment compared to baseline. Cureus 2022-04-24 /pmc/articles/PMC9128666/ /pubmed/35637804 http://dx.doi.org/10.7759/cureus.24439 Text en Copyright © 2022, Fahy et al. https://creativecommons.org/licenses/by/3.0/This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
spellingShingle Medical Education
Fahy, Brenda G
Lampotang, Samsun
Cibula, Jean E
Johnson, W. Travis
Cooper, Lou Ann
Lizdas, David
Gravenstein, Nikolaus
Vasilopoulos, Terrie
Impact of Simulation on Critical Care Fellows’ Electroencephalography Learning
title Impact of Simulation on Critical Care Fellows’ Electroencephalography Learning
title_full Impact of Simulation on Critical Care Fellows’ Electroencephalography Learning
title_fullStr Impact of Simulation on Critical Care Fellows’ Electroencephalography Learning
title_full_unstemmed Impact of Simulation on Critical Care Fellows’ Electroencephalography Learning
title_short Impact of Simulation on Critical Care Fellows’ Electroencephalography Learning
title_sort impact of simulation on critical care fellows’ electroencephalography learning
topic Medical Education
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9128666/
https://www.ncbi.nlm.nih.gov/pubmed/35637804
http://dx.doi.org/10.7759/cureus.24439
work_keys_str_mv AT fahybrendag impactofsimulationoncriticalcarefellowselectroencephalographylearning
AT lampotangsamsun impactofsimulationoncriticalcarefellowselectroencephalographylearning
AT cibulajeane impactofsimulationoncriticalcarefellowselectroencephalographylearning
AT johnsonwtravis impactofsimulationoncriticalcarefellowselectroencephalographylearning
AT cooperlouann impactofsimulationoncriticalcarefellowselectroencephalographylearning
AT lizdasdavid impactofsimulationoncriticalcarefellowselectroencephalographylearning
AT gravensteinnikolaus impactofsimulationoncriticalcarefellowselectroencephalographylearning
AT vasilopoulosterrie impactofsimulationoncriticalcarefellowselectroencephalographylearning