Impact of Simulation on Critical Care Fellows' Electroencephalography Learning.

Autor: Fahy BG; Anesthesiology, University of Florida College of Medicine, Gainesville, USA., Lampotang S; Anesthesiology, University of Florida College of Medicine, Gainesville, USA., Cibula JE; Neurology/Epilepsy, University of Florida College of Medicine, Gainesville, USA., Johnson WT; Anesthesiology, University of Florida College of Medicine, Gainesville, USA., Cooper LA; Program Evaluation, University of Florida College of Medicine, Gainesville, USA., Lizdas D; Anesthesiology, University of Florida College of Medicine, Gainesville, USA., Gravenstein N; Anesthesiology, University of Florida College of Medicine, Gainesville, USA., Vasilopoulos T; Anesthesiology/Orthopedics and Rehabilitation, University of Florida College of Medicine, Gainesville, USA.
Jazyk: angličtina
Zdroj: Cureus [Cureus] 2022 Apr 24; Vol. 14 (4), pp. e24439. Date of Electronic Publication: 2022 Apr 24 (Print Publication: 2022).
DOI: 10.7759/cureus.24439
Abstrakt: 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.
Competing Interests: The authors have declared financial relationships, which are detailed in the next section.
(Copyright © 2022, Fahy et al.)
Databáze: MEDLINE
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