Details

Autor(en) / Beteiligte

• Singh, K
• Amir, T
• Liu, E
• Farquharson, S
• Mao, R
• Lan, L
• Yan, J
• Allard-Coutu, A

Titel

Trauma 101: a virtual case-based trauma conference as an adjunct to medical education

Ist Teil von

• Canadian Journal of Surgery, 2021-12, Vol.64, p.S97-S97

Ort / Verlag

Ottawa: CMA Impact, Inc

Erscheinungsjahr

2021

Quelle

EZB Free E-Journals

Beschreibungen/Notizen

• Background: Virtual learning has been integrated into medical education as an alternative to live sessions during the COVID-19 pandemic. However, its effectiveness for teaching trauma resuscitation has not been validated. Although small-group sessions are an effective pedagogic model in person, less is known about how they translate to online learning in clerkship. Methods: Medical students attended a 2-day virtual trauma conference organized by student interest groups at McMaster University and promoted on social media. The event included 9 interactive presentations by physicians in 5 specialties, followed by virtual small-group case discussions. A best-match algorithm assigned students to preferred small-group sessions. Participants completed anonymous pre- and post-conference knowledge tests and feedback questionnaires. Results were analyzed using paired t tests and descriptive content analysis. Results: A total of 360 students from 17 medical schools in 5 countries registered for the conference. A peak of 167 simultaneous connections during presentations was recorded and 68 participants attended small-group discussions. A total of 131 students (36%) completed the pretest, with a mean score of 3.4 out of 10 (standard deviation [SD] 2.04). Eighty-six students (24%) completed the posttest, with a mean score of 6.3 out of 10 (SD 2.3, p < 0.001). Paired t-test analysis revealed significant improvement in the mean score by 2.7 out of 10 (SD 2.3, 95% confidence interval 2.17-3.23, p < 0.001). No significant correlation between years of education and school attended with performance was found. In total, 95% of participants agreed the platform was effective and 78% indicated it was helpful preparation for clerkship. The response rate for feedback forms for small-group sessions was 59% (40/68), where 93% of participants rated small-group discussions as effective. Conclusion: With high participant satisfaction and improved posttest results, this virtual model for trauma education at the medical student level is an effective adjunct to the clerkship curriculum. This study has important implications for the future design and implementation of international virtual conferences.