E-Learning Training to Improve Pediatric Parenteral Nutrition Practice: A Pilot Study in Two University Hospitals.
administration
nutrition support teams
parenteral formulas/compounding
pediatrics
Journal
JPEN. Journal of parenteral and enteral nutrition
ISSN: 1941-2444
Titre abrégé: JPEN J Parenter Enteral Nutr
Pays: United States
ID NLM: 7804134
Informations de publication
Date de publication:
08 2020
08 2020
Historique:
received:
23
03
2019
revised:
29
09
2019
accepted:
05
10
2019
pubmed:
7
12
2019
medline:
4
3
2021
entrez:
7
12
2019
Statut:
ppublish
Résumé
Education and training may improve the prescription of pediatric parenteral nutrition. The aim was to evaluate the impact of an e-learning method on parenteral nutrition prescription skills among pediatric residents in 2 pediatric hospitals. A randomized double-blind control study was conducted over a 9-month period among pediatric residents in HOSP1, Geneva, Switzerland, where physicians prescribe parenteral nutrition directly, and in HOSP2, Montreal, Canada, where physicians prescribe only occasionally because clinical pharmacists are devoted to this activity. The intervention consisted of an e-learning session about key issues of parenteral nutrition. Physician parenteral nutrition knowledge was evaluated with a standardized questionnaire based on clinical cases before and after the e-learning in the intervention groups; in the control groups, only the 2 tests were conducted. In HOSP1, participants also underwent iterative tests every 2 months to measure the retention of knowledge. Sixty-five physicians participated. Initial knowledge scores were higher in HOSP1 (pretest scores 180 ± 29 vs 133 ± 24, p < 0.001). Overall, there was no significant difference in the impact of the e-learning intervention between the control and e-learning groups (p > 0.05). A significant knowledge improvement was observed in HOSP2 in the e-learning group (p = 0.033). Iterative tests in HOSP1 showed persistence of knowledge without significant differences between the groups. E-learning satisfaction among the participants was outstanding (100%). E-learning seems to be an effective method for teaching parenteral nutrition among pediatric residents and fellows at the beginning of the training. High satisfaction with this teaching method was observed in this study.
Sections du résumé
BACKGROUND
Education and training may improve the prescription of pediatric parenteral nutrition. The aim was to evaluate the impact of an e-learning method on parenteral nutrition prescription skills among pediatric residents in 2 pediatric hospitals.
METHODS
A randomized double-blind control study was conducted over a 9-month period among pediatric residents in HOSP1, Geneva, Switzerland, where physicians prescribe parenteral nutrition directly, and in HOSP2, Montreal, Canada, where physicians prescribe only occasionally because clinical pharmacists are devoted to this activity. The intervention consisted of an e-learning session about key issues of parenteral nutrition. Physician parenteral nutrition knowledge was evaluated with a standardized questionnaire based on clinical cases before and after the e-learning in the intervention groups; in the control groups, only the 2 tests were conducted. In HOSP1, participants also underwent iterative tests every 2 months to measure the retention of knowledge.
RESULTS
Sixty-five physicians participated. Initial knowledge scores were higher in HOSP1 (pretest scores 180 ± 29 vs 133 ± 24, p < 0.001). Overall, there was no significant difference in the impact of the e-learning intervention between the control and e-learning groups (p > 0.05). A significant knowledge improvement was observed in HOSP2 in the e-learning group (p = 0.033). Iterative tests in HOSP1 showed persistence of knowledge without significant differences between the groups. E-learning satisfaction among the participants was outstanding (100%).
CONCLUSION
E-learning seems to be an effective method for teaching parenteral nutrition among pediatric residents and fellows at the beginning of the training. High satisfaction with this teaching method was observed in this study.
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
1089-1095Informations de copyright
© 2019 American Society for Parenteral and Enteral Nutrition.
Références
Mirtallo J, Canada T, Johnson D, et al. Safe practices for parenteral nutrition. JPEN J Parenter Enteral Nutr. 2004;28(6):S39-S70.
Sacks GS, Rough S, Kudsk KA. Frequency and severity of harm of medication errors related to the parenteral nutrition process in a large university teaching hospital. Pharmacotherapy. 2009;29(8):966-974. https://doi.org/10.1592/phco.29.8.966
Boullata JI, Gilbert K, Sacks G, et al. A.S.P.E.N. clinical guidelines: parenteral nutrition ordering, order review, compounding, labeling, and dispensing. JPEN J Parenter Enteral Nutr. 2014;38(3):334-377. https://doi.org/10.1177/0148607114521833
Devries S, Dalen JE, Eisenberg DM, et al. A deficiency of nutrition education in medical training. Am J Med. 2014;127(9):804-806. https://doi.org/10.1016/j.amjmed.2014.04.003
Roche PL, Ciccarelli MR, Gupta SK, Hayes BM, Molleston JP. Multi-school collaboration to develop and test nutrition computer modules for pediatric residents. J Am Diet Assoc. 2007;107(9):1586-1589. https://doi.org/10.1016/j.jada.2007.06.008
Cohen NL, Carbone ET, Beffa-Negrini PA. The design, implementation, and evaluation of online credit nutrition courses: a systematic review. J Nutr Educ Behav. 2011;43(2):76-86. https://doi.org/10.1016/j.jneb.2010.04.001
Courteille O, Fahlstedt M, Ho J, et al. Learning through a virtual patient vs. recorded lecture: a comparison of knowledge retention in a trauma case. Int J Med Educ. 2018;9:86-92. https://doi.org/10.5116/ijme.5aa3.ccf2
Robin BR, McNeil SG, Cook DA, Agarwal KL, Singhal GR. Preparing for the changing role of instructional technologies in medical education. Acad Med. 2011;86(4):435-439. https://doi.org/10.1097/ACM.0b013e31820dbee4
Cook DA, Levinson AJ, Garside S. Time and learning efficiency in internet-based learning: a systematic review and meta-analysis. Adv Health Sci Educ Theory Pract. 2010;15(5):755-770. https://doi.org/10.1007/s10459-010-9231-x
Mihatsch WA, Braegger C, Bronsky J, et al. ESPGHAN/ESPEN/ESPR/CSPEN guidelines on pediatric parenteral nutrition. Clin Nutr. 2018;37(6 Pt B):2303-2305. https://doi.org/10.1016/j.clnu.2018.05.029
Jeong E, Jung YH, Shin SH, et al. The successful accomplishment of nutritional and clinical outcomes via the implementation of a multidisciplinary nutrition support team in the neonatal intensive care unit. BMC Pediatr. 2016;16:113. https://doi.org/10.1186/s12887-016-0648-0
Lewis KO, Frank GR, Nagel R, et al. Pediatric trainees' engagement in the online nutrition curriculum: preliminary results. BMC Med Educ. 2014;14:190. https://doi.org/10.1186/1472-6920-14-190