E-learn Computed Tomographic Angiography: A Proposed Educational Tool for Computed Tomographic Angiography in Acute Stroke

TY - JOUR

T1 - E-learn Computed Tomographic Angiography

T2 - A Proposed Educational Tool for Computed Tomographic Angiography in Acute Stroke

AU - Havsteen, Inger

AU - Christensen, Anders

AU - Nielsen, Jens K

AU - Christensen, Louisa

AU - Krieger, Derk W

AU - Christensen, Hanne Krarup

N1 - Copyright © 2011 National Stroke Association. Published by Elsevier Inc. All rights reserved.

PY - 2012/11

Y1 - 2012/11

N2 - BACKGROUND: Computed tomographic angiography (CTA) is widely available in emergency rooms to assess acute stroke patients. To standardize readings and educate new readers, we developed a 3-step e-learning tool based on the test-teach-retest methodology in 2 acute stroke scenarios: vascular occlusion and "spot sign" in acute intracerebral hemorrhage. We hypothesized that an e-learning program enhances reading skills in physicians of varying experience. METHODS: We developed an HTML-based program with a teaching segment and 2 matching test segments. Tests were taken before and after the teaching segment; the test size was 40% of the teaching segment size. We assessed diagnostic accuracy and readers' confidence. Results were compared using the Wilcoxon rank sum test. RESULTS: Four neurologic consultants and four radiologic residents completed the program. The vascular occlusion teaching segment increased diagnostic accuracy from 42% to 68% (P = .005). The neurologic consultants showed significant progress, with average scores of 50% versus 75% (P = .027). The radiologic residents showed trend with progress, with average scores of 33% versus 60% (P = .081). The entire group detected spot sign correctly 69% before versus 92% after teaching (P = .009) and reported a median self-perceived diagnostic certainty of 50% versus 75% (P = .030). Self-perceived diagnostic certainty revealed no significant increase for vascular occlusion. CONCLUSIONS: The e-learning program is a useful educational tool for users of varying experience, and it enhances diagnostic confidence.

AB - BACKGROUND: Computed tomographic angiography (CTA) is widely available in emergency rooms to assess acute stroke patients. To standardize readings and educate new readers, we developed a 3-step e-learning tool based on the test-teach-retest methodology in 2 acute stroke scenarios: vascular occlusion and "spot sign" in acute intracerebral hemorrhage. We hypothesized that an e-learning program enhances reading skills in physicians of varying experience. METHODS: We developed an HTML-based program with a teaching segment and 2 matching test segments. Tests were taken before and after the teaching segment; the test size was 40% of the teaching segment size. We assessed diagnostic accuracy and readers' confidence. Results were compared using the Wilcoxon rank sum test. RESULTS: Four neurologic consultants and four radiologic residents completed the program. The vascular occlusion teaching segment increased diagnostic accuracy from 42% to 68% (P = .005). The neurologic consultants showed significant progress, with average scores of 50% versus 75% (P = .027). The radiologic residents showed trend with progress, with average scores of 33% versus 60% (P = .081). The entire group detected spot sign correctly 69% before versus 92% after teaching (P = .009) and reported a median self-perceived diagnostic certainty of 50% versus 75% (P = .030). Self-perceived diagnostic certainty revealed no significant increase for vascular occlusion. CONCLUSIONS: The e-learning program is a useful educational tool for users of varying experience, and it enhances diagnostic confidence.

U2 - 10.1016/j.jstrokecerebrovasdis.2011.03.001

DO - 10.1016/j.jstrokecerebrovasdis.2011.03.001

M3 - Journal article

C2 - 21482145

SN - 1052-3057

VL - 21

SP - 684

EP - 688

JO - Journal of Stroke & Cerebrovascular Diseases

JF - Journal of Stroke & Cerebrovascular Diseases

IS - 8

ER -