Using learning-by-concordance to develop reasoning in epistaxis management with online feedback: A pilot study.

IF 2.6 4区 综合性期刊 Q2 MULTIDISCIPLINARY SCIENCES
Benjamin Verillaud, Marine Veleur, Romain Kania, Ivry Zagury-Orly, Nicolas Fernandez, Bernard Charlin
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引用次数: 0

Abstract

Background: Epistaxis is a recurring cause for referral to emergency departments. Its management can be complex; hence, it is critical to provide appropriate support to Otolaryngology-Head and Neck Surgery (OHNS) residents to develop clinical reasoning skills to manage such cases. Learning-by-Concordance (LbC) is a recently developed educational tool that encourages learners to think through simulated clinical scenarios. A panel of ENTs provides insightful feedback to residents, reflecting a diversity of opinions about practice. Our study aimed to assess LbC's feasibility and perceived value for training OHNS residents in epistaxis management.

Methods: In this qualitative study, three OHNS surgeons, including two faculty members and one resident, wrote the LbC scenarios. The LbC tool was made available to participants through an online platform. A panel of four OHNS faculty provided feedback on answers to LbC questions. Otolaryngology-Head and Neck Surgery residents participated and provided their opinion on the value of this educational tool through an online questionnaire.

Results: A total of 10 one-hour sessions were required to create and upload the training tool. To provide insightful feedback embedded in the learning tool, the four panelists needed 60 min each. Of the 37 participating residents, 25 (68%) completed the training. Overall satisfaction was high: 88% appreciated the training method, and 92% wanted to use this type of training again. Most residents felt the training enabled them to improve their clinical reasoning when encountering a patient with epistaxis (92%) and their knowledge about epistaxis (96%).

Conclusion: Findings suggest that OHNS residents could benefit from clinical reasoning exercises with panelist feedback using the LbC approach for clinical presentations that require complex approaches to manage conditions such as epistaxis.

通过在线反馈,利用 "边学边做 "培养鼻衄处理中的推理能力:试点研究。
背景:鼻衄是急诊科的常见病。其处理过程可能很复杂;因此,为耳鼻咽喉头颈外科(OHNS)住院医师提供适当的支持,培养他们处理此类病例的临床推理技能至关重要。协作学习(LbC)是最近开发的一种教育工具,它鼓励学员通过模拟临床情景进行思考。耳鼻喉科专家小组会向住院医师提供有见地的反馈意见,反映出对实践的不同看法。我们的研究旨在评估 LbC 在培训耳鼻喉科住院医师处理鼻衄方面的可行性和感知价值:在这项定性研究中,包括两名教师和一名住院医师在内的三名内科外科医生编写了 LbC 情景。LbC 工具通过在线平台提供给参与者。由四位耳鼻喉科外科医生组成的小组就LbC问题的答案提供反馈意见。耳鼻咽喉头颈外科住院医师也参与其中,并通过在线问卷就这一教育工具的价值发表了意见:结果:创建和上传培训工具共需要 10 个小时的时间。为了在学习工具中提供有见地的反馈意见,四位小组成员每人需要 60 分钟。在 37 名参与培训的住院医师中,25 人(68%)完成了培训。总体满意度很高:88%的人对培训方法表示赞赏,92%的人希望再次使用此类培训。大多数住院医师认为培训提高了他们在遇到鼻衄患者时的临床推理能力(92%)和对鼻衄的认识(96%):研究结果表明,在处理鼻衄等需要复杂方法的临床表现时,使用 LbC 方法进行有小组成员反馈的临床推理练习可使 OHNS 住院医师受益。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Science Progress
Science Progress Multidisciplinary-Multidisciplinary
CiteScore
3.80
自引率
0.00%
发文量
119
期刊介绍: Science Progress has for over 100 years been a highly regarded review publication in science, technology and medicine. Its objective is to excite the readers'' interest in areas with which they may not be fully familiar but which could facilitate their interest, or even activity, in a cognate field.
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