Difference in postcourse knowledge and confidence between Web‐based and on‐site training courses on resuscitative endovascular balloon occlusion of the aorta

• Published in: Acute medicine & surgery Vol. 8; no. 1; pp. e707 - n/a
• Main Authors: Funakoshi, Hiraku, Matsumura, Yosuke, Maruhashi, Takaaki, Ishida, Kenichiro, Funabiki, Tomohiro, Senoo, Satomi, Kon, Yuri, Nagashima, Futoshi, Tomita, Keisuke, Sugiyama, Takuya, Aoki, Makoto, Kurihara, Yutaro, Hitomi, Suguru, Irahara, Takayuki, Onishi, Shinya, Usui, Ryosuke, Shinozuka, Ken, Matsumoto, Junichi, Kondo, Hiroshi
• Format: Journal Article
• Language: English
• Published: United States John Wiley & Sons, Inc 01-01-2021; John Wiley and Sons Inc; Wiley
• Subjects: Catheters; Confidence; Coronary vessels; Coronaviruses; COVID-19; Critical care; Disease transmission; Education; Emergency medical care; interventional radiology; Ischemia; Knowledge; Onsite; Original; Ostomy; Public speaking; resuscitative endovascular balloon occlusion of the aorta; Skills; trauma; trauma; interventional radiology; Education; resuscitative endovascular balloon occlusion of the aorta
• ISSN: 2052-8817; 2052-8817
• DOI: 10.1002/ams2.707

Aim
Effective courses are essential for highly invasive procedures such as resuscitative endovascular balloon occlusion of the aorta. However, the coronavirus disease pandemic has forced the postponement of on‐site educational courses due to transmission concerns. Few studies have examined the effectiveness of Web‐based education in highly invasive procedures. To address this knowledge gap, this study aimed to investigate whether knowledge acquisition and confidence after the Web‐based course are different from those acquired after the on‐site course, using pre‐ and postcourse test scores.
Methods
The increase in scores before and after the course was compared between the on‐site and Web‐based courses. The questions reflected knowledge about seven different topics in the course modules. In addition, participants were asked about their self‐rated confidence about three topics before and after the course.
Results
Thirty learners completed the on‐site course, and 21 learners completed the Web‐based course. Forty‐seven learners completed both the precourse and postcourse tests. In both courses, the difference between the precourse and postcourse test scores showed a statistically significant increase in knowledge (on‐site course: increased score, 1.8; 95% confidence interval, 0.8 to 2.8; Web‐based course: increased score, 1.6, 95% confidence interval, 0.5 to 2.5). However, the difference was not statistically significant in the self‐rated confidence scores about “sheath and catheter removal” among learners of the Web‐based course.
Conclusion
Knowledge increased significantly in both the on‐site and Web‐based courses. However, the Web‐based course might not be sufficient to give learners confidence in the procedures.
Few studies have examined the effectiveness of Web‐based education in highly invasive procedures. In both on‐site and Web‐based courses, the difference between the precourse and postcourse test scores showed a statistically significant increase in knowledge; however, the difference was not statistically significant in the self‐rated confidence scores. Although knowledge increased significantly in both the on‐site and Web‐based course, the Web‐based course might not be sufficient to give learners confidence during the procedures.