研究目的
To evaluate the comparative effectiveness of an online, interdisciplinary, interactive course versus traditional face-to-face lectures for increasing the ability to accurately interpret the fiberoptic endoscopic exam of the swallow (FEES) procedure in graduate medical education and graduate speech language pathology programs.
研究成果
Both online and face-to-face training methods resulted in significant and comparable gains in knowledge and self-efficacy for interpreting the FEES procedure. Online education is a viable alternative, offering flexibility and standardization. Future research should explore the relationship between self-efficacy, knowledge gains, and actual clinical performance, as well as the effectiveness of blended learning approaches like flipped classrooms.
研究不足
The study design was nonrandomized, using a convenience sample, which may introduce selection bias. Self-efficacy measures were not standardized and developed specifically for this study. The study did not assess actual clinical performance or long-term retention of knowledge and skills. Minor variations in F2F lecture content could occur due to the live format.
1：Experimental Design and Method Selection:
A prospective, quantitative, nonrandomized study design was used. Participants were assigned to two groups: Group 1 (face-to-face lectures with audience response system) and Group 2 (online interactive course). The same educational content was used for both groups, based on social cognitive theory to enhance self-efficacy in interpreting FEES procedures.
2：Sample Selection and Data Sources:
Participants included medical residents in physical medicine and rehabilitation from two programs and graduate students in speech language pathology from two cohorts at a single institution. A convenience sample of 108 participants was used, with 51 in Group 1 and 57 in Group
3：List of Experimental Equipment and Materials:
Adobe Presenter 10.0 software for developing the online course, audience response system for F2F lectures, video clips and endoscopic images from FEES exams, pre- and post-course FEES knowledge tests, and FEES self-efficacy questionnaires.
4：0 software for developing the online course, audience response system for F2F lectures, video clips and endoscopic images from FEES exams, pre- and post-course FEES knowledge tests, and FEES self-efficacy questionnaires.
Experimental Procedures and Operational Workflow:
4. Experimental Procedures and Operational Workflow: Group 1 attended 2-hour F2F lectures on two occasions, using an audience response system. Group 2 completed the online course proctored by researchers, taking 1.5 to 2.5 hours. Pre- and post-course knowledge tests and self-efficacy questionnaires were administered immediately before and after the course.
5：5 to 5 hours. Pre- and post-course knowledge tests and self-efficacy questionnaires were administered immediately before and after the course.
Data Analysis Methods:
5. Data Analysis Methods: Paired t-tests for intragroup differences, independent t-tests for intergroup differences, with alpha set at 0.01. Statistical analyses were performed using SPSS version 24.0.
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