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Can cardiac auscultation accuracy be improved with an additional app‐based learning tool?

INTRODUCTION: Many institutions use simulation ‘events’ to instruct cardiac auscultation. Research shows that these ‘one and done’ events limit repetition, are costly and do not incorporate learning science techniques, such as spaced learning and retrieval practice. The Littmann Learning™ mobile app...

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Autores principales: Garvick, Sarah, Gillette, Chris, Gao, Hong, Bates, Nathan, Waynick, Joshua, Crandall, Sonia
Formato: Online Artículo Texto
Lenguaje:English
Publicado: John Wiley and Sons Inc. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9303325/
https://www.ncbi.nlm.nih.gov/pubmed/35137534
http://dx.doi.org/10.1111/tct.13462
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author Garvick, Sarah
Gillette, Chris
Gao, Hong
Bates, Nathan
Waynick, Joshua
Crandall, Sonia
author_facet Garvick, Sarah
Gillette, Chris
Gao, Hong
Bates, Nathan
Waynick, Joshua
Crandall, Sonia
author_sort Garvick, Sarah
collection PubMed
description INTRODUCTION: Many institutions use simulation ‘events’ to instruct cardiac auscultation. Research shows that these ‘one and done’ events limit repetition, are costly and do not incorporate learning science techniques, such as spaced learning and retrieval practice. The Littmann Learning™ mobile app, which has unlimited access to a large library of real patient heart sounds, is a cost‐effective tool that we considered could be leveraged by educators to provide this training. METHODS: This was a quasi‐experimental pre‐ and post‐design consisting of an intervention group (PA22) and a non‐equivalent comparator group (PA21). The intervention group used a novel mobile app cardiac auscultation curriculum (MACAC), while the comparator group received standard didactic instruction. One‐way analyses of variance were used to analyse the data. RESULTS: A total of 174 PA students participated in the study. There was a significant (p < 0.001) difference in knowledge and auscultation scores between those who did and did not complete the MACAC. PA22 didactic year knowledge scores were 4.11 and 2.96 points higher than PA21 didactic and clinical year knowledge scores (p < 0.001, d = 1.61 and p < 0.001, d = 1.32), respectively. On average, PA22 didactic year auscultation scores were 0.83 points higher than PA21 clinical year scores (p < 0.001, d = 0.6). CONCLUSION: Results indicate that students in their didactic year achieved proficiency in clinically identifying heart sounds, despite not having access to a mannequin simulator and not having an opportunity to identify these sounds bedside. Overall, a MACAC may be an effective method to teach cardiac auscultation to medical learners.
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spelling pubmed-93033252022-07-22 Can cardiac auscultation accuracy be improved with an additional app‐based learning tool? Garvick, Sarah Gillette, Chris Gao, Hong Bates, Nathan Waynick, Joshua Crandall, Sonia Clin Teach Developing Research Skills INTRODUCTION: Many institutions use simulation ‘events’ to instruct cardiac auscultation. Research shows that these ‘one and done’ events limit repetition, are costly and do not incorporate learning science techniques, such as spaced learning and retrieval practice. The Littmann Learning™ mobile app, which has unlimited access to a large library of real patient heart sounds, is a cost‐effective tool that we considered could be leveraged by educators to provide this training. METHODS: This was a quasi‐experimental pre‐ and post‐design consisting of an intervention group (PA22) and a non‐equivalent comparator group (PA21). The intervention group used a novel mobile app cardiac auscultation curriculum (MACAC), while the comparator group received standard didactic instruction. One‐way analyses of variance were used to analyse the data. RESULTS: A total of 174 PA students participated in the study. There was a significant (p < 0.001) difference in knowledge and auscultation scores between those who did and did not complete the MACAC. PA22 didactic year knowledge scores were 4.11 and 2.96 points higher than PA21 didactic and clinical year knowledge scores (p < 0.001, d = 1.61 and p < 0.001, d = 1.32), respectively. On average, PA22 didactic year auscultation scores were 0.83 points higher than PA21 clinical year scores (p < 0.001, d = 0.6). CONCLUSION: Results indicate that students in their didactic year achieved proficiency in clinically identifying heart sounds, despite not having access to a mannequin simulator and not having an opportunity to identify these sounds bedside. Overall, a MACAC may be an effective method to teach cardiac auscultation to medical learners. John Wiley and Sons Inc. 2022-02-08 2022-04 /pmc/articles/PMC9303325/ /pubmed/35137534 http://dx.doi.org/10.1111/tct.13462 Text en © 2022 The Authors. The Clinical Teacher published by Association for the Study of Medical Education and John Wiley & Sons Ltd. https://creativecommons.org/licenses/by-nc-nd/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by-nc-nd/4.0/ (https://creativecommons.org/licenses/by-nc-nd/4.0/) License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non‐commercial and no modifications or adaptations are made.
spellingShingle Developing Research Skills
Garvick, Sarah
Gillette, Chris
Gao, Hong
Bates, Nathan
Waynick, Joshua
Crandall, Sonia
Can cardiac auscultation accuracy be improved with an additional app‐based learning tool?
title Can cardiac auscultation accuracy be improved with an additional app‐based learning tool?
title_full Can cardiac auscultation accuracy be improved with an additional app‐based learning tool?
title_fullStr Can cardiac auscultation accuracy be improved with an additional app‐based learning tool?
title_full_unstemmed Can cardiac auscultation accuracy be improved with an additional app‐based learning tool?
title_short Can cardiac auscultation accuracy be improved with an additional app‐based learning tool?
title_sort can cardiac auscultation accuracy be improved with an additional app‐based learning tool?
topic Developing Research Skills
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9303325/
https://www.ncbi.nlm.nih.gov/pubmed/35137534
http://dx.doi.org/10.1111/tct.13462
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