Self-directed learning versus traditional instructor-led learning for education on a new anaesthesia workstation: a...

It is fundamental for patient safety that medical devices are correctly and competently applied. Shift work, especially in anaesthesia, poses challenges to provide timely comprehensive learning opportunities. Because personnel shortages encourage cuts to staff education, self-directed learning might alleviate these difficulties.

We conducted a single-centre, noninferiority, randomised, controlled trial in a large university-based anaesthesia department. Anaesthesia nurses and physicians were randomly assigned 1:1 to self-directed learning including a learning video (intervention) or to an instructor-led workshop (control). Both groups attended a 1-h teaching session on a new anaesthesia workstation. Around 3 months later, participants from both groups were assessed on 12 competences at an examination station. The defined primary outcome was the difference in success rates between groups. We hypothesised that the success rate of self-directed learning would be noninferior to instructor-led learning by a noninferiority margin of Δ=10%.

Data from 222 participants (97 anaesthesia nurses, 125 physicians) were analysed. Participants were aged between 32 and 44 yr; 35.6% had <5 yr of professional experience. The success rate difference between both groups was -0.9% (90% confidence interval: -3.8%-1.7%), confirming the noninferiority of self-directed learning.

Creating an educational video for the self-directed acquisition of necessary knowledge and skills to handle an anaesthesia workstation requires initial investment, but reduces substantially instructor time, as learners can study independently according to their needs. Video-supported self-directed learning of the handling of an anaesthesia workstation was not inferior to traditional teacher-led instruction.

ClinicalTrials.gov(NCT05530382).