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Updated: May 23, 2025

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
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Asynchronous Distance Learning Performance and Knowledge Retention of the National Institutes of Health Stroke Scale

Avinash Koka1, Loric Stuby2, Emmanuel Carrera3

  • 1Division of Emergency Medicine, Department of Anaesthesiology, Clinical Pharmacology, Intensive Care and Emergency Medicine, Geneva University Hospitals and Faculty of Medicine, University of Geneva, Geneva, Switzerland.

Journal of Medical Internet Research
|March 7, 2025
PubMed
Summary
This summary is machine-generated.

A highly interactive e-learning module significantly improved National Institutes of Health Stroke Scale (NIHSS) knowledge and retention among healthcare professionals compared to traditional videos. This method offers a promising alternative for continuous professional development in stroke care.

Keywords:
NIHSSNational Institutes of Health Stroke Scalee-learningknowledge acquisitionknowledge retentionlearner satisfactionmedical educationrandomized controlled trialstrokevideo

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Area of Science:

  • Medical Education
  • Neurology
  • Digital Health

Background:

  • Stroke care necessitates specialized knowledge, with the National Institutes of Health Stroke Scale (NIHSS) being crucial for neurological assessment and treatment decisions.
  • Traditional video-based training for NIHSS may lack interactivity and engagement, potentially leading to suboptimal proficiency among healthcare professionals (HCPs).
  • Interactive e-learning presents a viable solution for efficient NIHSS knowledge acquisition and retention in time-constrained clinical environments.

Purpose of the Study:

  • To evaluate the effectiveness of a highly interactive e-learning module versus a traditional didactic video for improving NIHSS knowledge in previously trained HCPs.
  • To assess the impact of the e-learning module on long-term knowledge retention of NIHSS criteria.

Main Methods:

  • A prospective, multicentric, triple-blind, web-based randomized controlled trial was conducted across three Swiss university hospitals.
  • Participants (previously NIHSS-trained HCPs) were randomized to either an e-learning module or a traditional video group.
  • Knowledge acquisition was measured by a 50-question quiz pre- and post-intervention, with retention assessed after one month. Subjective feedback was collected via Likert-scale questionnaires.

Main Results:

  • Both methods improved NIHSS knowledge, but the e-learning group showed significantly higher knowledge acquisition (median 39.0 vs 37.0) and retention (mean 38.2 vs 35.8).
  • The e-learning method was more likely to be recommended by participants (77% vs 49%).
  • No significant differences were observed in user satisfaction, perceived difficulty, or perceived duration between the two learning methods.

Conclusions:

  • A highly interactive e-learning module is an effective asynchronous tool for enhancing NIHSS knowledge acquisition and retention among HCPs.
  • This e-learning approach can be considered for integration into existing NIHSS training programs for healthcare professionals.
  • Interactive e-learning offers a valuable alternative to traditional methods for specialized medical training.