Can Text Messaging Teach Residents? A Randomized Controlled Trial.
Can Text Messaging Teach Residents? A Randomized Controlled Trial.
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DOI：
10.34197/ats-scholar.2020-0025oc
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发表时间：
2020-07-24
期刊：
影响因子：
1.9
通讯作者：
Chang TP
中科院分区：
文献类型：
--
作者：
Artinian HK;Keens TG;Kato R;Chang TP
背景：间隔教育和测试效应都是促进长期记忆形成的教育方法；然而，由于时间限制，这些在住院医师培训期间可能很难实施。短信无处不在，但尚未将其作为一种间隔教育工具进行研究。目的：评估短信是否可以提高住院小儿肺轮换期间住院医生的知识。方法：2016 年至 2017 年间，在一家城市独立儿童医院对肺科住院医师轮转的儿科住院医师进行了一项前瞻性随机对照研究。干预组每天收到一条多项选择短信场景以及针对每个响应的脚本化教学文本。两只手臂都接受了标准的肺部教育。使用 23 项预测试和后测试对知识进行评估，其中包含具有相当可靠性的独特、非重复项目，并进行迭代修订。使用李克特量表评估短信的感知价值。配对和不配对 t 检验比较知识和价值得分。计算双臂的前测和后测分数 (delta) 之间的差异，然后使用未配对 t 检验进行比较。 Spearman 的 rho 评估了成熟偏差。方差分析将培训年份评估为混杂因素。结果：共有 65 名居民被随机分组，应答率为 81%。两组的后测平均分数均低于前测，这归因于后测中随机分配的更困难的问题。干预组在后测中得分较高（P = 0.04）。然而，Delta 均值并未显示出统计学上的显着差异（P = 0.6）。干预组中 80% 的参与者认为短信是“有效的”。结论：学习者认为脚本化的短信干预是有效的，但并没有导致居民知识的显着增加。
Background: Spaced education and the testing effect are both educational methods that increase long-term memory formation; however, these can be difficult to implement during residency training given time constraints. Text messaging is ubiquitous but has not been studied as a spaced education tool. Objective: Assess if text messaging improves resident knowledge during an inpatient pediatric pulmonary rotation. Methods: A prospective randomized control study with pediatric residents on a pulmonary inpatient rotation was conducted at an urban free-standing children’s hospital between 2016 and 2017. The intervention arm received one daily multiple-choice text message scenario and a scripted teaching text for each response. Both arms received standard pulmonary education. Knowledge was assessed using a 23-item pretest and posttest with unique, nonrepeated items with fair reliability, following iterative revisions. Perceived value of texting was assessed using Likert scales. Paired and unpaired t tests compared knowledge and value scores. The difference between pretest and posttest scores (delta) for both arms was calculated, then compared using an unpaired t test. Spearman’s rho evaluated maturation bias. Analysis of variance evaluated year of training as a confounding factor. Results: A total of 65 residents were randomized, with a response rate of 81%. Posttest mean scores were lower than pretest in both arms, attributed to more difficult questions randomized to the posttest. The intervention arm scored higher on the posttest (P = 0.04). However, the delta mean did not show a statistically significant difference (P = 0.6). Text messaging was viewed as “effective” by 80% of participants in the intervention arm. Conclusion: A scripted text messaging intervention is perceived as effective by learners but did not result in measurable increased resident knowledge.