World journal of emergency surgery : WJES · 2025
Online extended focused assessment with sonography for trauma (EFAST) course enhanced knowledge and perceived confidence among medical trainees during the COVID-19 pandemic disaster.
СтатьяНаблюдательное исследованиеПоддержка исследования: вне правительства СШАНазвание и аннотация: Перевод пока не подготовлен
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Cevik Arif Alper, Abu-Zidan Fikri M
Аннотация
BACKGROUND: The COVID-19 pandemic disrupted medical education worldwide, prompting the need for innovative e-learning solutions. This study evaluated the effectiveness of an online extended Focused Assessment with Sonography in Trauma (EFAST) course, delivered via the International Emergency Medicine Education Project's platform, to improve participants' knowledge and perceived confidence in EFAST procedure.
METHODS: A prospective observational study was conducted between May 17, 2020, and December 20, 2023. Pre- and post-course quizzes and surveys were used to assess participants' knowledge and confidence. Participant demographics, quiz scores, and survey responses were collected. Quantitative data were analysed using the Wilcoxon Signed-Rank test and Cohen's d to evaluate knowledge improvement and confidence changes. Thematic analysis of qualitative feedback was performed with the assistance of large language model AI tools for emerging themes.
RESULTS: 1758 participants enrolled in the course. From 111 countries, 1515 started the course, and 1190 (78.6%) reached the final exam stage, with 96.1% achieving a passing score. 66.4% indicated they had never attended a prior ultrasound course. Most (81.1%) were medical students, interns, or residents. 36.5% of participants were from low- or lower-middle-income countries. 1175 (77.6%) participants completed both the pre- and post-course formative knowledge quizzes. The median (IQR) scores were 53.3 (40.0-66.7) pre-course and 86.7 (73.3-93.3) post-course (p < 0.001, effect size: -0.958). 771 participants completed both pre- and post-course surveys. Participants' median (IQR) confidence in EFAST increased from 5 (3-7) to 8 (7-10) (p < 0.001, effect size: -0.844). Qualitative feedback showed that participants found the course practical, well-structured, and effective. They suggested improving video quality and simplifying content for clarity and engagement.
CONCLUSION: The online EFAST course enhanced participants' knowledge and perceived confidence, demonstrating the potential of online clinical education during global crises.
METHODS: A prospective observational study was conducted between May 17, 2020, and December 20, 2023. Pre- and post-course quizzes and surveys were used to assess participants' knowledge and confidence. Participant demographics, quiz scores, and survey responses were collected. Quantitative data were analysed using the Wilcoxon Signed-Rank test and Cohen's d to evaluate knowledge improvement and confidence changes. Thematic analysis of qualitative feedback was performed with the assistance of large language model AI tools for emerging themes.
RESULTS: 1758 participants enrolled in the course. From 111 countries, 1515 started the course, and 1190 (78.6%) reached the final exam stage, with 96.1% achieving a passing score. 66.4% indicated they had never attended a prior ultrasound course. Most (81.1%) were medical students, interns, or residents. 36.5% of participants were from low- or lower-middle-income countries. 1175 (77.6%) participants completed both the pre- and post-course formative knowledge quizzes. The median (IQR) scores were 53.3 (40.0-66.7) pre-course and 86.7 (73.3-93.3) post-course (p < 0.001, effect size: -0.958). 771 participants completed both pre- and post-course surveys. Participants' median (IQR) confidence in EFAST increased from 5 (3-7) to 8 (7-10) (p < 0.001, effect size: -0.844). Qualitative feedback showed that participants found the course practical, well-structured, and effective. They suggested improving video quality and simplifying content for clarity and engagement.
CONCLUSION: The online EFAST course enhanced participants' knowledge and perceived confidence, demonstrating the potential of online clinical education during global crises.