Effectiveness of online versus in-person structured training program on arterial blood gas, electrolytes, and ventilatory management of critically ill patients
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Background: Due to the risk of viral transmission during in-person training, a shift towardonline platforms is imperative in the current pandemic. Therefore, we compared the effectivenessof an in-person interactive course with a structurally similar online course designedto improve cognitive skills among clinical health professionals in arterial blood gas analysis,management of electrolyte imbalances, and approaches to mechanical ventilation in criticallyill patients. Methods: In an observational, outcome assessor-blinded, cohort trial, group A included participantsenrolled prospectively in an online course, while group B included those who tookpart in an in-person course (retrospective arm). The primary objective was comparison ofcognitive skills through a pre and post-test questionnaire. Statistical analysis was performedusing Student t-test. Results: In total, 435 participants were analyzed in group A, while 99 participants were evaluatedin group B. The mean pre-test score was 9.48±2.75 and 10.76±2.42, while the meanpost-test score was 11.94±1.90 (passing rate, 64.6%) and 12.53±1.63 (passing rate, 73.3%)in groups A and B, respectively. Group B scored significantly higher in both pre-test (P=0.001)and post-test evaluations (P=0.004). The improvement in post-test score was significantlygreater (P=0.001) in group A (2.46±2.22) compared to group B (1.77±1.76). The medicalspecialties fared better in group B, while surgical specialties scored higher in group A. Thepre-test vs. post-test scores exhibited a moderate correlation in both groups (P<0.001). Thefeedback survey showed a Likert score >3.5 for most points in both groups. Conclusions: The online teaching module exhibited a significant benefit in terms of participantsensitization and knowledge sharing.
Abstract
Background: Due to the risk of viral transmission during in-person training, a shift towardonline platforms is imperative in the current pandemic. Therefore, we compared the effectivenessof an in-person interactive course with a structurally similar online course designedto improve cognitive skills among clinical health professionals in arterial blood gas analysis,management of electrolyte imbalances, and approaches to mechanical ventilation in criticallyill patients. Methods: In an observational, outcome assessor-blinded, cohort trial, group A included participantsenrolled prospectively in an online course, while group B included those who tookpart in an in-person course (retrospective arm). The primary objective was comparison ofcognitive skills through a pre and post-test questionnaire. Statistical analysis was performedusing Student t-test. Results: In total, 435 participants were analyzed in group A, while 99 participants were evaluatedin group B. The mean pre-test score was 9.48±2.75 and 10.76±2.42, while the meanpost-test score was 11.94±1.90 (passing rate, 64.6%) and 12.53±1.63 (passing rate, 73.3%)in groups A and B, respectively. Group B scored significantly higher in both pre-test (P=0.001)and post-test evaluations (P=0.004). The improvement in post-test score was significantlygreater (P=0.001) in group A (2.46±2.22) compared to group B (1.77±1.76). The medicalspecialties fared better in group B, while surgical specialties scored higher in group A. Thepre-test vs. post-test scores exhibited a moderate correlation in both groups (P<0.001). Thefeedback survey showed a Likert score >3.5 for most points in both groups. Conclusions: The online teaching module exhibited a significant benefit in terms of participantsensitization and knowledge sharing.
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