Teaching Chest Tube Insertion by Blended Learning: A Multi-Dimensional Analysis.

Area of Science:

• Medical Education
• Surgical Training
• Technology in Education

Background:

• Emerging technologies are increasingly used in surgical education.
• Evidence is needed to ensure technology enhances, not hinders, learning.
• A blended learning approach using e-learning before simulation was developed for chest tube insertion training.

Purpose of the Study:

• To assess the learning effectiveness of a blended learning program for chest tube insertion.
• To evaluate the cognitive load and usability of the e-learning module.

Main Methods:

• An interactive e-learning module was created.
• First-year surgical residents were randomized into e-learning and control groups.
• Knowledge, technical skills, cognitive load, and usability were assessed.

Main Results:

• The e-learning group demonstrated significant knowledge improvement (P=.047).
• 100% of the e-learning group achieved proficiency vs. 60% of controls (P=.06).
• E-learning reduced extrinsic cognitive load and increased germane cognitive load, with high usability ratings.

Conclusions:

• Interactive e-learning integrated with simulation improves learning outcomes for chest tube insertion.
• This blended approach positively impacts cognitive load and usability.
• The approach warrants further evaluation for other procedural skills training.