Online Spaced Education Generates Transfer and Improves Long-Term Retention of Diagnostic Skills: A Randomized Controlled Trial
Online Spaced Education Generates Transfer and Improves Long-Term Retention of Diagnostic Skills: A Randomized Controlled Trial
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DOI：
10.1016/j.jamcollsurg.2010.04.023
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发表时间：
2010-09-01
影响因子：
5.2
通讯作者：
Genega, Elizabeth M.
中科院分区：
文献类型：
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作者：
Kerfoot, B. Price;Fu, Yineng;Genega, Elizabeth M.
背景：从外科培训中学习的知识保留通常是有限的，特别是如果知识和技能不经常使用。使用组织病理学诊断技能作为一个实验系统，我们比较了丸基于网络的教学（WBT）模块和在线间隔的教育，一种新的基于电子邮件的在线教育方法的间距effect.Study设计：所有的知识转移和保留。美国泌尿科居民有资格参加。入组者被随机分配至2个队列中的1个。队列1居民接受了3个周期/重复的前列腺-睾丸组织病理学间隔教育（第1 - 16周）和3个膀胱-肾脏WBT模块（第14 - 16周）。队列2居民接受了3个周期的膀胱-肾脏间隔教育（第1至16周）和3个前列腺-睾丸WBT模块（第14至16周）。每天间隔的每封教育电子邮件都会提供带有组织病理学图像的临床场景并要求诊断。参与者在提交答案后立即收到反馈。每个周期/重复持续4周，由20个问题和独特的图像组成。WBT使用了相同的内容和交付系统，将问题汇总为三个20个问题的模块。在第18 - 45周对所有4个主题的长期保持进行评估。结果：724名泌尿外科住院医师入选。分别有77%和66%的居民完成了间隔教育和WBT。间隔教育和WBT分别产生了15.2%（SD 15.3%）和3.4%（SD 16.3%）的平均长期得分增加（p < 0.01）。间隔教育增加长期学习效率4倍。结论：在线间隔教育产生的组织病理学诊断技能的转移，并大大提高了他们的长期保留。需要进一步的研究来确定间隔教育如何优化手术技能的学习、转移和保留。（J Am科尔外科杂志2010; 211：331-337。(C)2010年美国外科医生学会）
BACKGROUND: Retention of learning from surgical training is often limited, especially if the knowledge and skills are used infrequently. Using histopathology diagnostic skills as an experimental system, we compared knowledge transfer and retention between bolus Web-based teaching (WBT) modules and online spaced education, a novel email-based method of online education founded on the spacing effect.STUDY DESIGN: All.US urology residents were eligible to participate. Enrollees were randomized to 1 of 2 cohorts. Cohort 1 residents received 3 cycles/repetitions of spaced education on prostate-testis histopathology (weeks 1 to 16) and 3 WBT modules on bladder-kidney (weeks 14 to 16). Cohort 2 residents received 3 cycles of spaced education on bladder-kidney (weeks 1 to 16) and 3 WBT modules on prostate-testis (weeks 14 to 16). Each daily spaced education email presented a clinical scenario with histopathology image and asked for a diagnosis. Participants received immediate feedback after submitting their answers. Each cycle/repetition was 4 weeks long and consisted of 20 questions with unique images. WBT used the identical content and delivery system, with questions aggregated into three 20-question modules. Long-term retention of all 4 topics was assessed during weeks 18 to 45.RESULTS: Seven-hundred and twenty-four urology residents enrolled. Spaced education and WBT were completed by 77% and 66% of residents, respectively. Spaced education and WBT generated mean long-term score increases of 15.2% (SD 15.3%) and 3.4% (SD 16.3%), respectively (p < 0.01). Spaced education increased long-term learning efficiency 4-fold.CONCLUSIONS: Online spaced education generates transfer of histopathology diagnostic skills and substantially improves their long-term retention. Additional research is needed to determine how spaced education can optimize learning, transfer, and retention of surgical skills. ( J Am Coll Surg 2010; 211:331-337. (C) 2010 by the American College of Surgeons)