Dataset Information

How to Teach Medical Students About Pain and Dementia: E-Learning, Experiential Learning, or Both?

ABSTRACT:

Objective

Pain management in persons with mild to moderate dementia poses unique challenges because of altered pain modulation and the tendency of some individuals to perseverate. We aimed to test the impact of an e-learning module about pain in communicative people with dementia on third-year medical students who had or had not completed an experiential geriatrics course.

Design

Analysis of pre- to postlearning changes and comparison of the same across the student group.

Setting

University of Pittsburgh School of Medicine and Saint Louis University School of Medicine.

Subjects

One hundred four University of Pittsburgh and 57 Saint Louis University medical students.

Methods

University of Pittsburgh students were randomized to view either the pain and dementia module or a control module on pain during a five-day geriatrics course. Saint Louis University students were asked to complete either of the two modules without the context of a geriatrics course. A 10-item multiple choice knowledge test and three-item attitudes and confidence questionnaires were administered before viewing the module and up to seven days later.

Results

Knowledge increase was significantly greater among students who viewed the dementia module while participating in the geriatrics course than among students who viewed the module without engaging in the course (P ConclusionsMedical students exposed to e-learning or experiential learning demonstrated improved confidence in evaluating and managing pain in patients with dementia. Those exposed to both educational methods also significantly improved their knowledge.

SUBMITTER: Moehl K

PROVIDER: S-EPMC7820358 | biostudies-literature | 2020 Oct

REPOSITORIES: biostudies-literature

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Publications

How to Teach Medical Students About Pain and Dementia: E-Learning, Experiential Learning, or Both?

Moehl Keelin K Wright Rollin M RM Shega Joseph J Malec Monica M Kelley Fitzgerald G G Robbins-Welty Gregg G Zoberi Kimberly K Tait Raymond R Perera Subashan S Deverts Denise D Horvath Zsuzsa Z Weiner Debra K DK

Pain medicine (Malden, Mass.) 20201001 10

<h4>Objective</h4>Pain management in persons with mild to moderate dementia poses unique challenges because of altered pain modulation and the tendency of some individuals to perseverate. We aimed to test the impact of an e-learning module about pain in communicative people with dementia on third-year medical students who had or had not completed an experiential geriatrics course.<h4>Design</h4>Analysis of pre- to postlearning changes and comparison of the same across the student group.<h4>Setti ...[more]

PMID: 32770186

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Project description:BackgroundPoint-of-care ultrasonography (PoCUS) is a rapidly evolving discipline that aims to train non-cardiologists, non-radiologists clinicians in performing bedside ultrasound to guide clinical decision. Training of PoCUS is challenging, time-consuming and requires large amount of resources. The objective of our study was to evaluate if this training process can be simplified by allowing medical students self-train themselves with a web-based cardiac ultrasound software.MethodsA prospective, single blinded, cohort study, comparing performance of 29 medical students in performing a six-minutes cardiac ultrasound exam. Students were divided into two groups: self-learning group, using a combination of E-learning software and self-practice using pocket ultrasound device compared to formal, frontal cardiac ultrasound course.ResultsAll 29 students completed their designated courses and performed the six-minutes exam: 20 students participated in the frontal cardiac ultrasound course and 9 completed the self-learning course. The median (Q1,Q3) test score for the self-learning group was higher than the frontal course group score, 18 (15,19) versus 15 (12,19.5), respectively. Nevertheless, no statistically significant difference was found between the two study groups (p = 0.478). All students in the self-learning course group (9/9, 100%) and 16 (16/20, 80%) of students in the frontal ultrasound course group obtained correct alignment of the parasternal long axis view (p = 0.280).ConclusionsSelf-learning students combining E-learning software with self-practice cardiac ultrasound were as good as students who received a validated, bedside, frontal cardiac ultrasound course. Our findings suggest that independent cardiac ultrasound learning, combining utilization of E-learning software and self-practice, is feasible. Self-E- learning of cardiac ultrasound may serve as an important, cost-effective adjunct to heavily resource consuming traditional teaching.

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Dataset Information

How to Teach Medical Students About Pain and Dementia: E-Learning, Experiential Learning, or Both?

Objective

Design

Setting

Subjects

Methods

Results

Publications

How to Teach Medical Students About Pain and Dementia: E-Learning, Experiential Learning, or Both?

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