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OBJECTIVES: COVID-19 revealed major shortfalls in healthcare workers (HCWs) trained in acute and critical care worldwide, especially in low-resource settings. We aimed to assess mass online courses' efficacy in preparing HCWs to manage COVID-19 patients and to determine whether rapidly deployed e-learning can enhance their knowledge and confidence during a pandemic. STUDY DESIGN: Retrospective cohort study. METHODS: This international retrospective cohort study, led by a large Academic Medical Centre (AMC), was conducted via YouTube and the AMC's online learning platform. From 2020 to 2021, multidisciplinary experts developed and deployed six online training courses based on the latest evidence-based management guidelines. Participants were selected through a voluntary sample following an electronic campaign. Training outcomes were assessed using pre-and post-test questionnaires, evaluation forms, and post-training assessment surveys. Kirkpatrick's Model guided training evaluation to measure self-reported knowledge, clinical skills, and confidence improvement. We also captured the number and type of COVID-19 patients managed by HCWs after the trainings. RESULTS: Every 22.8 reach/impression and every 1.2 engagements led to a course registration. The 10,425 registrants (56.8% female, 43.1% male) represented 584 medical facilities across 154 cities. The largest segments of participants were students/interns (20.6%) and medical officers (13.4%). Of the 2169 registered participants in courses with tests, 66.9% completed post-tests. Test scores from all courses increased from the initial baseline to subsequent improvement post-course. Participants completing post-training assessment surveys reported that the online courses improved their knowledge and clinical skills (83.5%) and confidence (89.4%). Respondents managed over 19,720 COVID-19 patients after attending the courses, with 47.7% patients being moderately/severely ill. CONCLUSIONS: Participants' confidence in handling COVID-19 patients is increased by rapidly deploying mass training to a substantial target population through digital tools. The findings present a virtual education and assessment model that can be leveraged for future global public health issues, and estimates for future electronic campaigns to target.
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BACKGROUND: Competency in anesthesia traditionally has been determined subjectively in practice. Optimal training in procedural skills requires valid and reliable forms of assessment. The objective was to examine a procedure-specific clinical assessment tool for ultrasound-guided axillary brachial plexus block for inter-rater reliability and construct validity in a clinical setting. METHOD: This was a prospective observational study. Using prior work at our institution, the clinical assessment tool was developed consisting of a 63-point task-specific checklist and a global rating scale. The anesthesiologists were assigned to three groups based on prior experience of performing an axillary block: group 1 ('novices') < 10 procedures, group 2 ('intermediates') 50-80 procedures and group 3 ('experts') > 100 procedures. Each participant performed two consecutive blocks that were videotaped. Two blinded independent experts trained in the marking of the tool evaluated the videotapes. RESULTS: There were five participants per group. The inter-rater reliability between assessors was 0.842 and 0.795 for the checklist and global rating scale, respectively. There was a consistent difference between (each pair of) the three groups in terms of both the checklist and global rating scale (P < 0.05). For the checklist, expert vs. intermediate group P = 0.023, expert vs. novice group P < 0.001 and intermediate vs. novice group P = 0.019. For the global rating scale, expert vs. intermediate group P < 0.001, expert vs. novice group gave P < 0.001 and intermediate vs. novice group P = 0.023. CONCLUSION: The objective of task-specific checklist and global rating scale are reliable and valid measures of axillary block performance between different levels of expertise.