课程创新:以社交媒体为基础的教育课程提高了神经临界护理学员的知识:分层随机研究的结果

Ronald Alvarado-Dyer¹, Faddi G Saleh Velez¹, Hera A Kamdar¹+13

• ¹From the Department of Neurology (R.A.-D., C.L.), University of Chicago Medical Center, University of Chicago, IL; Department of Neurology (F.G.S.V.), The University of Oklahoma Health Sciences Center, Oklahoma City; Department of Neurology (H.A.K.), Massachusetts General Hospital and Brigham and Women Hospital, Harvard Medical School, Boston; Department of Medicine (Neurology; Critical Care) (N.N.), The Ottawa Hospital, Ontario, Canada; Department of Neurology (E.C.), Columbia University Medical Center; Department of Neurology (E.C.), Cornell University School of Medicine, New York, NY; Department of Neurology (C.C.-P.), Seattle Children's Hospital, University of Washington, Seattle; Department of Neurology (M.P.), Yale School of Medicine, New Haven, CT; Department of Intensive Care Medicine (D.K.), St. James's Hospital, Dublin, and Global Brain Health Institute, Trinity College Dublin, Ireland; Department of Neurology (S.G.), University of Florida, Gainesville; Department of Neurology (M.S.E.), University of Pennsylvania, Philadelphia, PA; Department of Neurology (N.S.D.), Icahn School of Medicine at Mount Sinai, New York, NY; Department of Neurology and Neurosurgery (M.-A.B.), Neurological Institute, Cleveland Clinic Foundation (Florida), Port St. Lucie; Department of Neurology (A.R.R.), Henry Ford Health, Detroit, MI; Department of Neurology and Neurosurgery (C.A.), Emory University School of Medicine, Atlanta, GA; and Department of Neurology (N.A.M.), Program in Trauma, University of Maryland School of Medicine, Baltimore.