Piloting the Impact of an e-Learning on Knowledge About HIV Prevention and Prophylaxis Among General Practitioners in Belgium.

INTRODUCTION: The Joint United Nations Program on HIV/AIDS (UNAIDS) has set a goal to eliminate AIDS as a public health threat by 2030 and the World Health Organization emphasized pre-exposure prophylaxis (PrEP) as a crucial element. Despite the lack of a specific role for general practitioners (GPs) in PrEP care, GPs could play a crucial role in the follow-up but this is still uncommon. Above, GPs estimate their knowledge about PrEP as low. OBJECTIVES: This study seeks to understand the knowledge of GPs regarding PrEP care. Through online e-learning, we aimed to enhance our knowledge of PrEP care. METHODS: Firstly, we assessed general knowledge about the PrEP of GPs. Secondly, we investigated the impact of e-learning on knowledge of PrEP care among GPs. We developed a multiple-choice questionnaire to evaluate self-assessed knowledge and knowledge about PrEP. One group of participants completed an e-learning module and took a pre- and post-test to assess changes in knowledge. Another group completed the questionnaire without e-learning. RESULTS: Seventy-two participants completed the survey. Finally, 18 participants successfully completed the e-learning module. Nineteen percent (n = 14) of all GPs considered their general knowledge of PrEP to be "good," while 68% (n = 49) of the GPs felt confident in identifying patients at risk, rating their ability as "good." Participants achieved an average score of 4.7 (test group) and 4.6 (e-learning group) out of 10 on the knowledge test. After completion of the e-learning, the overall average score of the e-learning group significantly increased by 33% (p-value < .03). CONCLUSIONS: GP generally scored low on knowledge covering different aspects of PrEP. However, after completing an e-learning module, there was a significant increase in the average test scores. These findings highlight the potential efficacy of targeted educational interventions in enhancing the understanding of PrEP among GPs.

Exploring the challenges to development and institutionalization of E-learning content as perceived by faculty members of medical schools in Iran: A qualitative content analysis study.

Electronic learning (E-learning) is a method of acquiring knowledge by using information technology. In this regard, faculty members of medical schools play an important role in the design, development and institutionalization of electronic content education and face many challenges. Hence, the present study was performed to explore the challenges to the development and institutionalization of e-learning content as perceived by faculty members of medical schools in southern Iran. The present study is a descriptive qualitative study. Purposeful sampling was performed. Based on this, 23 individual and in-depth semi-structured interviews were conducted with 23 faculty members of medical schools. Granheim and Lundman's approach was used for data analysis. Three themes and eleven subthemes were extracted based on the qualitative data analysis results. Three main themes included individual challenges, organizational management challenges, and course design challenges. Based on the results of the present study, we should keep in mind that electronic teaching methods and preparation of e-learning content by professors are different from traditional educational methods. Hence, the senior managers of educational system should make necessary arrangements and plans for methodological support, technological and technical support, and all kinds of organizational support and create continuous professional development opportunities for professors to minimize the negative effects caused by the rapid changes of electronics era and educational environments on professors, and consequently on the quality of educational contents and processes.

Assessing the knowledge of low back pain among physiotherapists in Spain: A cohort study with pre- and post-educational course evaluation.

BACKGROUND: Low back pain (LBP) is the most prevalent musculoskeletal disorder worldwide and physiotherapists are among the primary healthcare professionals assessing and treating the condition. However, scientific knowledge regarding the management of LBP amongst physiotherapists is largely unknown. OBJECTIVES: To evaluate the level of evidence-based knowledge among Spanish physiotherapists in LBP management and assess knowledge enhancement following the completion of an e-learning course. DESIGN: Single-arm cohort study with pre-post evaluation. METHODS: This single-arm pre-post study involved 1350 physiotherapists practicing in Spain. Initially, participants underwent a 22-question test on evidence-based LBP knowledge, covering socio-economic impact, characteristics of LBP, rehabilitation goals, psychosocial factors, and high- and low-value interventions. After completing the course, participants took a final test with the same 22 questions in randomized order. RESULTS: Out of the 1350 physiotherapists enrolled, 857 completed the course. The initial responses demonstrated that almost half of the participants considered medical imaging essential before starting physiotherapy treatment, perceived glucocorticoids as recommended for chronic low back pain, and considered ergonomic adjustments crucial for managing the condition. Individuals who completed their education more than 10 years ago showed a minor improvement in evidence-based knowledge compared to those who recently finished their university degree. Following the course, participants displayed improved knowledge, narrowing prior disparities in error percentages across questions. CONCLUSION: Due to existing gaps in physiotherapists' evidence-based knowledge of LBP, particularly among those who have worked longer time as physiotherapists, e-learning initiatives may be a feasible approach to support continuous training of physiotherapists.

Implementation of a Virtual Pulmonary Physiology Course in Latin America.

Background: Knowledge of respiratory physiology is essential for the diagnosis and treatment of respiratory diseases. During the coronavirus disease (COVID-19) pandemic, face-to-face education was inadequate, leading to the implementation of virtual programs for pulmonary fellows from Latin America. Objective: This study describes our experience with the implementation of a virtual education program involving pulmonary function tests (PFTs) for pulmonary fellows in Latin America. Methods: A learning program on PFTs was designed by the Department of Respiratory Physiology at the National Institute of Respiratory Diseases in Mexico City, and fellows in pulmonology were invited to participate in the program by their academic professors. The program was performed virtually on an online platform over 3 months. The topics covered included respiratory mechanics, gas exchange, and cardiopulmonary exercise tests. Students were asked to complete an evaluation before and after each lecture as well as before and after the entire course. Results: A total of 205 fellows from 12 countries participated in the course, and fewer than 50% completed assessments before and after the course. The results showed that fellows had relatively high initial knowledge of oxygen desaturation and cardiopulmonary exercise tests, whereas relative deficiencies were found in maximal respiratory pressure and bronchial challenge tests. The highest grade was in the spirometry test, whereas the lowest was in the bronchial challenge test. Overall, the fellows demonstrated improved performance in the post-course evaluations. Conclusion: Virtual education in PFTs is feasible and can have a positive impact on the training of pulmonary fellows from Latin America.

Hospice educators' perspectives on e-learning in palliative care education in Ireland.

BACKGROUND: Knowledge of and understanding the palliative care approach should be a core competency in all healthcare settings. E-learning offers the potential to deliver palliative care education and meet this challenge. AIM: To examine hospice educator's perspectives of e-learning in palliative care education. METHODS: Semi-structured interviews were conducted with a purposeful sample of hospice educators on the island of Ireland (Republic of Ireland and Northern Ireland). These were transcribed and the data was analysed thematically. FINDINGS: Many factors were considered when using e-learning: objectives of the programme, learner's characteristics, topic suitability (as palliative care is very emotive) and organisational factors. Barriers to using e-learnning were the preparation time required and developing expertise in e-learning. Support mechanisms for hospice educators to share knowledge would be beneficial. CONCLUSIONS: Educators were keen to adopt a blended approach in their teaching. While acknowledging the challenges and limitations of e-learning, educators felt that e-learning has a positive role in palliative care education.

Spaced Digital Education for Health Professionals: Systematic Review and Meta-Analysis.

BACKGROUND: Spaced digital education applies digital tools to deliver educational content via multiple, repeated learning sessions separated by prespecified time intervals. Spaced digital education appears to promote acquisition and long-term retention of knowledge, skills, and change in clinical behavior. OBJECTIVE: The aim of this review was to assess the effectiveness of spaced digital education in improving pre- and postregistration health care professionals' knowledge, skills, attitudes, satisfaction, and change in clinical behavior. METHODS: This review followed Cochrane's methodology and PRISMA (Preferred Reporting Items of Systematic Reviews and Meta-Analyses) reporting guidelines. We searched MEDLINE, Embase, Web of Science, ERIC, PsycINFO, CINAHL, CENTRAL, and ProQuest Dissertation and Theses databases from January 1990 to February 2023. We included randomized controlled trials (RCTs), cluster RCTs, and quasi-RCTs comparing spaced digital education with nonspaced education, spaced nondigital education, traditional learning, or no intervention for pre- or postregistration health care professionals. Study selection, data extraction, study quality, and certainty of evidence were assessed by 2 independent reviewers. Meta-analyses were conducted using random effect models. RESULTS: We included 23 studies evaluating spaced online education (n=17, 74%) or spaced digital simulation (n=6, 26%) interventions. Most studies assessed 1 or 2 outcomes, including knowledge (n=15, 65%), skills (n=9, 39%), attitudes (n=8, 35%), clinical behavior change (n=8, 35%), and satisfaction (n=7, 30%). Most studies had an unclear or a high risk of bias (n=19, 83%). Spaced online education was superior to massed online education for postintervention knowledge (n=9, 39%; standardized mean difference [SMD] 0.32, 95% CI 0.13-0.51, I2=66%, moderate certainty of evidence). Spaced online education (n=3, 13%) was superior to massed online education (n=2, 9%) and no intervention (n=1, 4%; SMD 0.67, 95% CI 0.43-0.91, I2=5%, moderate certainty of evidence) for postintervention clinical behavior change. Spaced digital simulation was superior to massed simulation for postintervention surgical skills (n=2, 9%; SMD 1.15, 95% CI 0.34-1.96, I2=74%, low certainty of evidence). Spaced digital education positively impacted confidence and satisfaction with the intervention. CONCLUSIONS: Spaced digital education is effective in improving knowledge, particularly in substantially improving surgical skills and promoting clinical behavior change in pre- and postregistration health care professionals. Our findings support the use of spaced digital education interventions in undergraduate and postgraduate health profession education. Trial Registration: PROSPERO CRD42021241969. TRIAL REGISTRATION: PROSPERO CRD42021241969; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=241969.

The effects of e-learning using educational multimedia on the ethical decision-making and professionalism of nursing students during the COVID-19 pandemic: a quasi-experimental study.

BACKGROUND: The COVID-19 pandemic has created a great challenge for educational systems worldwide. During this time, educational centers have been encouraged to use e-learning programs to protect the population against infection. Online teaching has the greatest effect on the process of teaching-learning for certain topics, including professional behavior and commitment, which has prompted educational systems to use creative strategies for a greater effect on learners. The present study aims to determine the effects of e-learning using educational multimedia on the ethical decision-making and professionalism of nursing students during the COVID-19 pandemic. METHODS: This study was conducted using a quasi-experimental design with a control group. The statistical population comprised second-semester nursing students in a first-rank nursing school in north western Iran. The samples were selected using simple random sampling and were divided into experimental (n = 40) and control (n = 40) groups. In the first stage of teaching, the conventional training method of the COVID-19 pandemic was used in both groups. In the second stage of teaching, an in-person workshop was organized for the control group and an e-learning workshop using educational multimedia for the experimental group. Data were collected by a tool with three parts: Demographic information, the Nursing Dilemma Test (NDT) by Crisham based on the Nurse Principled Thinking, and the Nursing Students Professional Behaviors Scale (NSPBS) designed by Goz. Data were analyzed in SPSS 25 software. RESULTS: There was a statistically significant increase in the post-test mean score of professionalism (125.70 ± 6.20 vs. 120.95 ± 9.28) and ethical decision-making (46.17 ± 3.81 vs. 44.02 ± 3.21) in the experimental group compared to the control group (P < 0.05). CONCLUSION: The learning environment affects learning, and e-learning using educational multimedia has a greater impact than in-person workshops on improved learning outcomes with regard to ethical decision-making and professionalism.

The requirements of providing health education for rural people through electronic methods: the experiences and perspectives of community health workers.

BACKGROUND: Reliance solely on traditional approaches in health education is no longer considered sufficient, and electronic/digital education can be a complementary approach. Implementing electronic methods in health education requires identifying the requirements from the perspective of the service providers. Therefore, this study aimed to elucidate the experiences and perspectives of community health workers (Behvarzan) regarding the requirements for providing health education for rural people through electronic/digital means. METHODS: This descriptive qualitative study was conducted in 2022 at Alborz University of Medical Sciences. Data were collected through semi-structured interviews with 14 Behvarzan from Health Houses (HH) in Karaj City. The data were analyzed using the inductive Elo & Kyngas approach and conventional content analysis facilitated with MAXQDA software. RESULTS: After analyzing the results, we extracted 139 open codes, and by merging them for more precise coding and to facilitate the research process, we formed three main themes and ten subthemes. The themes included Technology (technical infrastructure, content production, content delivery methods, and content delivery channels), Facilities and equipment (communication equipment and electronic content repositories), and Stakeholders (training of providers, motivating providers, persuading learners and target groups, and reference groups). CONCLUSION: From the perspective of rural healthcare workers, the implementation of electronic education requires necessary technology, equipment, facilities, processes, and content should be pursued and provided through specialized working groups, extending from the Ministry of Health and Medical Education to local HHs. These resources should be available to the healthcare workers and their target populations. Concurrently, educational programs and incentives should be defined and offered at the university level and within health networks for rural healthcare workers and their populations.

E-Learning for the Public Good? The Policy Trajectory of Online Education in Ontario, Canada.

Our critical historiography of e-learning policy in Ontario, Canada, traces the policy's trajectory through three settlements (2006-2022) and shows how successive governments have mobilized neoliberal discourses of personalization, access, and choice to justify new arrangements with private actors, within a broader sociopolitical context that includes increased privatization and commodification of public institutions, cuts to public spending, and imagines individuals as rational subjects driven to maximize their economic potential. This context exacerbates challenges students marginalized by schooling already face. Findings from our critical discourse analyses of government documents and news media reports also demonstrate that online learning in Ontario is neither personalized nor customizable but instead is centralized, standardized and, by design, operates independent of rather than interdependent with community. Further, our findings highlight the interdependence of schools - online and in-person - with social processes that create and perpetuate inequality, including gendered and racialized poverty, locally and abroad.

Insights Into Modern Undergraduate Ultrasound Education: Prospective Comparison of Digital and Analog Teaching Resources in a Flipped Classroom Concept - The DIvAN Study.

Purpose Sonography training has become an important part of university medicine courses. This study explores the impact of digital and analog teaching resources on learning outcomes, knowledge retention, and student preferences and motivation in a flipped classroom setting. Materials and Methods This prospective controlled study involving two groups of third-year medical students included a voluntary three-day compact ultrasound course given in a flipped classroom, comprising 26 teaching units of 45 minutes each. Hardcopy lecture notes (control group) and E-learning (study group) were used as teaching resources. Evaluations were conducted before (pre) and during the preparation phase (intermediate), and after (post) the face-to-face course. Likert scale responses, written theory tests with very short answer questions (Theorypre, Theoryinter, Theorypost), and practical examinations (Practiceinter, Practicepost) were used for student self-assessment and to measure attitude, motivation, as well as theoretical and practical skills. Results A total of N=236 complete data sets (study group n=136; control group n=100) were analyzed. Both groups showed an equivalent initial level of, and a continuous and significant (p<0.01) increase in, subjective and objective skills over the evaluated time frame. The study group achieved significantly (p<0.05) better results in Theoryinter, Theorypost, Practiceinter, and Practicepost. The study group evaluated their teaching resource and the training concept significantly (p<0.05) better. Conclusion The integration of digital resources into sonography education provides comparable learning outcomes to traditional analog materials, enhancing the preparatory phase. In the future, digitally supported training should be used more.

Formative key feature examinations as innovative teaching approach in dental education: A project report.

Introduction: Clinical reasoning ability is one of the core competencies of physicians. It should already be trained during undergraduate medical education. At University Medical Center Göttingen (UMG), medical students can participate in formative key feature examinations in which they work on virtual patient cases in order to apply and deepen the procedural knowledge acquired in lectures and seminars. Problem and objective: While this teaching format is already established in the medical curriculum at the UMG, it has not yet been implemented in the dental curriculum at the same institution. Therefore, the current project aimed to evaluate the feasibility of formative key feature examinations in dental education. Methods: In 2022, new key feature cases focusing on dental-surgical teaching content were created. For pilot testing, the new cases were worked on by two cohorts of dental students via an online learning platform in February 2023. The students were also asked to complete an anonymous online questionnaire in order to evaluate the new teaching format. Results: Overall, the formative key feature examinations were evaluated positively by the dental students, and they demanded for further dental key feature cases. However, descriptive analyses of item characteristics as well as students' comments in the questionnaire revealed some potential for improvements, so that a few cases were partly revised afterwards. Conclusion and outlook: This project shows that formative key feature examinations are feasible in dental education and that dental students can benefit from working on virtual case scenarios. Whether dental students' clinical reasoning competence can be improved by completing formative key feature examinations is being investigated in an ongoing study at the UMG.

E-learning pills on immunotherapy in urothelial carcinoma: The E-PIMUC program for continuing medical education.

Background: The high incidence and mortality rates of urothelial carcinoma mean it remains a significant global health concern. Its prevalence is notably pronounced in industrialized countries, with Spain registering one of the highest incidences in Europe. Treatment options are available for various stages of bladder cancer. Moreover, the management landscape for this disease has been significantly transformed by the rapid advances in immunotherapy. Healthcare professionals who diagnose, treat, and follow up with bladder cancer patients need comprehensive training to incorporate these advances into their clinical practice. To bridge these knowledge gaps, we set up the E-PIMUC program to educate healthcare professionals on bladder cancer management and specifically immunotherapy. Methods: E-PIMUC used an innovative microlearning methodology comprising bitesize learning pills that support efficient acquisition of specialized expertise. We used a mixed methods, quantitative and qualitative approach to assess the success of the E-PIMUC program. Data collection encompassed pre-post testing, participation metrics, satisfaction surveys, and self-perceived performance assessments. Results: A total of 751 healthcare professionals enrolled in the program. Of these, 81.0% actively engaged with the content and 33.2% passed all tests and were awarded the course certificate and professional credits. The course received satisfaction ratings of 94.3% to 95.1% and significantly improved the declarative knowledge of participants who had a range of professional profiles (p < 0.001). Participants reported increased confidence in applying immunotherapy principles in their practice (average improvement of 1.4 points). Open-ended responses also underscored participants' perceived benefits, including expanded knowledge and enhanced patient interaction skills. Conclusion: The E-PIMUC program provided effective, comprehensive, cutting-edge training on bladder cancer management, particularly on the use of immunotherapy in this area of oncology. The high participation rates, positive satisfaction scores, substantial knowledge enhancement, and improved self-perceived performance, are all testament to the program's success. E-PIMUC was endorsed by regulatory bodies as a trusted educational resource in urothelial carcinoma management. What is more, complementary initiatives brought together patients and medical experts to foster a holistic, patient-centered approach to the complexities of bladder cancer care.

Effectiveness of the Stroke e-Learning Module on Malaysian Doctors' Knowledge of Acute Ischaemic Stroke Management.

Background: The Stroke e-Learning Module (SEM) is a nationwide initiative to improve stroke care in Malaysia. This study aimed to assess the module's effectiveness in improving knowledge on acute ischaemic stroke (AIS) management among Malaysian doctors. Methods: This was a pre-post study design. Medical officers, specialists and general practitioners from various disciplines who work in healthcare facilities in Malaysia were recruited virtually from those who registered for the SEM on the Docquity platform between 1 February 2021 and 31 January 2022. The Acute Stroke Management Questionnaire (ASMaQ), an existing validated questionnaire, was used to measure the doctors' knowledge of AIS management before and after the SEM. The ASMaQ had three domains: i) general stroke knowledge (GSK), ii) hyperacute stroke management (HSM) and iii) advanced stroke management (ASM). The paired t- and the McNemar-tests were used to evaluate the effectiveness of the module. Results: One hundred and seventy-one participants voluntarily responded to the pre- and post-module questionnaires. The paired t-test revealed statistically significant improvement for the ASM knowledge scores (mean difference = 2.5; 95% CI: 1.8, 3.2; P < 0.001). The baseline proportion of participants with good knowledge of GSK, HSM and ASM were 92.4%, 64.9%, and 76%, respectively. The McNemar test showed that approximately 14% of the participants had significant improvement in ASM knowledge (P < 0.001). However, no significant changes were noted for GSK (-0.6%) and HSM (4.1%). Conclusion: The SEM has been shown to increase Malaysian doctors' knowledge on ASM. However, greater effort should be made to improve GSK and HSM knowledge, particularly in areas related to stroke thrombolysis.

Impact of academic self-efficacy on online learning outcomes: a recent literature review.

In recent years, the concept of self-efficacy has garnered attention in educational psychology research on motivation. Within an academic context, academic self-efficacy (ASE) reflects learners' belief in their ability to achieve educational goals. However, most research has focused on traditional face-to-face classroom settings, with little exploration in distance learning environments like online and e-learning. The current review aims to update a previous study (Yokoyama, 2019[40]) and examine differences in online learning types: asynchronous, synchronous, and blended learning. The study's findings reveal that in mixed environments combining synchronous and asynchronous elements, or in blended settings merging face-to-face classes with asynchronous learning, ASE positively impacts academic performance akin to traditional face-to-face classes. However, in asynchronous online learning environments, ASE's influence on academic performance might be slightly weaker compared to synchronous learning environments. The paper will subsequently discuss the pedagogical implications derived from these results.

Only a matter of time? Using logfile data to evaluate temporal motivation theory in university students' examination preparation.

BACKGROUND: While previous research has emphasized the importance of personal beliefs (expectancy-value theories) for achievement-motivated behaviour, it lacks the integration of temporal factors that are also discussed as important drivers of achievement-motivated behaviour. Temporal Motivation Theory (TMT) combines both approaches in a formalized manner. AIMS: Although TMT is supported by empirical studies with self-reported academic procrastination, it has not been tested on actual achievement-motivated behaviour. MATERIALS & METHODS: We evaluated the predictive power of the TMT on N = 2351 learning days of 127 psychology students' self-regulated examination preparation for statistics over the course of one semester using logfile data of an e-learning system. RESULTS: The proposed TMT score, incorporating expectancy and value beliefs, sensivitiy to delay, and actual time till examination predicted students' achievement-motivated behaviour significantly. DISCUSSION: Further analyses revealed that not the trait compositions of the TMT, but the temporal proximity of the statistics examination was the main driver of this association. CONCLUSION: The results have important implications for understanding the factors that shape students' motivation to learn and subsequent academic success in actual learning situations. Thus, research should continue to take situational aspects, especially the temporal proximity of goals more into account.

e-Health education for patients and health professionals in the field of vascular disease.

e-Health, defined as "the use of new information and communication technologies (ICT) to improve or support health and health care," has grown in popularity over recent years as a cost-efficient, rapidly adaptable tool to deliver health care education to a wide audience. In the field of vascular disease, for which early detection and risk factor management may greatly influence patient outcomes, application of e-Health educational resources may provide innovative solutions to facilitate evidence-based and patient-centered care provision of care; to enable patients to take a more active role in the management of their long-term vascular health conditions; and to augment their preparation for, and recovery from, surgical procedures.

B-learning in human anatomy: Comparative analysis of academic achievement between face-to-face and e-learning modalities.

INTRODUCTION: In recent years, modern technologies have become established in most educational fields. Thus, e-learning tends to be an integral part of the learner-centered learning process, with the teacher acting as a facilitator. However, the methodologies used to study the impact of e-learning have been varied and imprecise, making comparison and meta-analysis difficult. This study attempts to overcome these obstacles with a large and homogeneous sample to compare (1) the academic outcomes obtained with face-to-face and e-learning in a blended module of human anatomy and (2) the response attempts (response index) of each student in answering questions specific to each learning modality. MATERIAL AND METHODS: The results of the multiple-choice exams under study were collected. All students (n=1160) were from four consecutive academic years following the same teaching program with a b-learning method: 13 topics were presented face to face by the same lecturers, and six via e-learning with the same online resources. Two variables were compared: (1) the academic grade, based on the score for correct answers and the penalty for incorrect ones, and (2) the response index, based on the number of correct and incorrect answers. RESULTS: (1) 73.45 % of the examinees passed the test. In the sample as a whole, results were better in face-to-face than in e-learning. In the quartiles ordered by overall academic performance, this superiority was limited to the top half of the higher-performing students. In contrast, lower-scoring students performed better in e-learning. However, these differences were modest (≤ 0.54 points). (2) In proportion, the questions on topics learned face-to-face were the most frequently answered. A strong correlation was observed between the variables in the whole sample and the students with the highest academic scores (first quartile) on the global exam and the questions on topics learned in each modality. In the remaining quartiles, the correlation was also strong in the e-learning content. CONCLUSIONS: (1) Both modalities included in b-learning are academically effective. (2) Proportionally, students take more risks when answering content questions learned in face-to-face classes, and there is a strong correlation between response attempts and academic grades, especially, on the brightest exams and e-learning content.

Resident Perceptions of Simulcast Teaching: A Qualitative Study.

OBJECTIVES: During the COVID-19 pandemic, medical education programs were challenged to optimize learning while balancing social interaction with exposure risk. In response, our internal medicine (IM) residency program transitioned to "simulcast" educational sessions. In simulcast sessions, multiple small groups of learners met in person in separate rooms and connected to the large-group session via videoconferencing. This qualitative study describes IM residents' perceptions regarding the advantages and disadvantages of learning in simulcast compared to virtual and in-person settings during the pandemic. METHODS: Categorical IM residents at Penn State during the academic year 2020-2021 were invited to participate. Eligible residents participated in one 30-min virtual, semistructured focus group. We used inductive thematic coding to analyze resident responses. RESULTS: Forty-eight percent (n = 29/60) of invited residents participated in focus groups. In the simulcast setting, participants felt more accountability to participate in their small groups compared to a larger group or virtual setting. Educational experiences varied based upon facilitator skill level. Overall, in-person settings were preferred to virtual, when possible, due to increased social connection. Respondents identified educator enthusiasm and presentation quality as key to engagement regardless of setting. CONCLUSION: Residents had variable responses to the simulcast setting based upon their comfort with participation by group size, desire for social connection, and perception of teaching strategies. The key identified pitfalls to simulcast teaching were resident discomfort in small groups, heterogeneous learning experience, lack of engagement, and technology challenges. These pitfalls can be mitigated through strategic distribution of learners in groups, trained facilitators, and interactive teaching modalities. Given that simulcast and mixed (simulcast, virtual, and in-person) teaching settings are here to stay postpandemic, anticipating pitfalls and creating adaptable educational content that translates in multiple settings is crucial.

"It's not a one-person show" E-learning course in neuropalliative care: A qualitative analysis of participants' educational gains and self-reported outcomes.

OBJECTIVES: Patients with progressive neurologic illness still lack access to quality palliative care services. Barriers to the comprehensive provision of neuropalliative care include gaps in palliative care education. To address this barrier, a novel international model of neuropalliative care education e-learning program was launched in 2022. METHODS: This is a qualitative study on the self-reported learning outcomes and educational gains of participants of a neuropalliative care e-learning course. RESULTS: Thematic analysis shows changes in the participants' perceptions of neuropalliative care and several specific educational gains. After attending the course, participants recognized neuropalliative care as a multiprofessional and interdisciplinary effort requiring more than medical knowledge and disease-specific treatment skills. They gained understanding of the complexity of prognosis in neurological diseases, as well as ethical concepts as the basis to approach difficult decisions. Valuing the needs of patients and caregivers, as well as honest and open communication were recognized as key components of the caring process. In particular, providing emotional support and building relationships to enhance the spiritual component of care were avidly discussed as essential nonmedical treatment options. SIGNIFICANCE OF RESULTS: E-learning courses are helping to close the gaps in healthcare professionals' knowledge and skills about neuropalliative care.

Harnessing Innovative Technologies to Train Nurses in Suicide Safety Planning With Hospital Patients: Formative Acceptability Evaluation of an eLearning Continuing Education Training.

BACKGROUND: Suicide is the 12th leading cause of death in the United States. Health care provider training is a top research priority identified by the National Action Alliance for Suicide Prevention; however, evidence-based approaches that target skill building are resource intensive and difficult to implement. Novel computer technologies harnessing artificial intelligence are now available, which hold promise for increasing the feasibility of providing trainees opportunities across a range of continuing education contexts to engage in skills practice with constructive feedback on performance. OBJECTIVE: This pilot study aims to evaluate the feasibility and acceptability of an eLearning training in suicide safety planning among nurses serving patients admitted to a US level 1 trauma center for acute or intensive care. The training included a didactic portion with demonstration, practice of microcounseling skills with a web-based virtual patient (Client Bot Emily), role-play with a patient actor, and automated coding and feedback on general counseling skills based on the role-play via a web-based platform (Lyssn Advisor). Secondarily, we examined learning outcomes of knowledge, confidence, and skills in suicide safety planning descriptively. METHODS: Acute and intensive care nurses were recruited between November 1, 2021, and May 31, 2022, to participate in a formative evaluation using pretraining, posttraining, and 6-month follow-up surveys, as well as observation of the nurses' performance in delivering suicide safety planning via standardized patient role-plays over 6 months and rated using the Safety Plan Intervention Rating Scale. Nurses completed the System Usability Scale after interacting with Client Bot Emily and reviewing general counseling scores based on their role-play via Lyssn Advisor. RESULTS: A total of 18 nurses participated in the study; the majority identified as female (n=17, 94%) and White (n=13, 72%). Of the 17 nurses who started the training, 82% (n=14) completed it. On average, the System Usability Scale score for Client Bot Emily was 70.3 (SD 19.7) and for Lyssn Advisor was 65.4 (SD 16.3). On average, nurses endorsed a good bit of knowledge (mean 3.1, SD 0.5) and confidence (mean 2.9, SD 0.5) after the training. After completing the training, none of the nurses scored above the expert-derived cutoff for proficiency on the Safety Plan Intervention Rating Scale (≥14); however, on average, nurses were above the cutoffs for general counseling skills per Lyssn Advisor (empathy: mean 4.1, SD 0.6; collaboration: mean 3.6, SD 0.7). CONCLUSIONS: Findings suggest the completion of the training activities and use of novel technologies within this context are feasible. Technologic modifications may enhance the training acceptability and utility, such as increasing the virtual patient conversational abilities and adding automated coding capability for specific suicide safety planning skills. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): RR2-10.2196/33695.