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Research Article: Effectiveness of a proficiency-based progression e-learning approach to training in communication in the context of clinically deteriorating patients: a multi-arm randomised controlled trial

Date Published: 2023-08-03

Abstract:
Objective To determine the effectiveness of proficiency-based progression (PBP) e-learning in training in communication concerning clinically deteriorating patients. Design Single-centre multi-arm randomised double-blind controlled trial with three parallel arms. Randomisation, setting and participants A computer-generated program randomised and allocated 120 final year medical students in an Irish University into three trial groups. Intervention Each group completed the standard Identification, Situation, Background, Assessment, Recommendation communication e-learning; group 1 Heath Service Executive course group (HSE) performed this alone; group 2 (PBP) performed additional e-learning using PBP scenarios with expert-determined proficiency benchmarks composed of weighted marking schemes of steps, errors and critical errors cut-offs; group 3 (S) (self-directed, no PBP) performed additional e-learning with identical scenarios to (PBP) without PBP. Main outcome measures Primary analysis was based on 114 students, comparing ability to reach expert-determined predefined proficiency benchmark in standardised low-fidelity simulation assessment, before and after completion of each group’s e-learning requirements. Performance was recorded and scored by two independent blinded assessors. Results Post-intervention, proficiency in each group in the low-fidelity simulation environment improved with statistically significant difference in proficiency between groups (p<0.001). Proficiency was highest in (PBP) (81.1%, 30/37). Post hoc pairwise comparisons revealed statistically significant differences between (PBP) and self-directed (S) (p<0.001) and (HSE) (p<0.001). No statistically significant difference existed between (S) and (HSE) (p=0.479). Changes in proficiency from pre-intervention to post-intervention were significantly different between the three groups (p=0.001). Post-intervention, an extra 67.6% (25/37) in (PBP) achieved proficiency in the low-fidelity simulation. Post hoc pairwise comparisons revealed statistically significant differences between (PBP) and both (S) (p=0.020) and (HSE) (p<0.001). No statistically significant difference was found between (S) and (HSE) (p=0.156). Conclusions PBP e-learning is a more effective way to train in communication concerning clinically deteriorating patients than standard e-learning or e-learning without PBP. Trial registration number NCT02937597 .

Introduction:
Communication in a clinical setting is fraught with difficulties, with poor communication having serious ramifications for patient care. Numerous reports have consistently shown that many thousands of deaths each year in the USA are due to medical error. 1 The causes of errors are myriad, with one of the contributing factors being communication breakdown. 1 2 Communicating about a clinically deteriorating patient is a vital time, with lack of formal training and policy on handover leading to difficulties with…

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