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Evaluation of a Particle Repositioning Maneuver Web‐Based Teaching Module
Author(s) -
Beyea Jason Atkins,
Wong Eric,
Bromwich Matthew,
Weston W Wayne,
Fung Kevin
Publication year - 2008
Publication title -
the laryngoscope
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.181
H-Index - 148
eISSN - 1531-4995
pISSN - 0023-852X
DOI - 10.1097/mlg.0b013e31814b290d
Subject(s) - psychological intervention , medicine , randomized controlled trial , clinical trial , observer (physics) , intervention (counseling) , physical therapy , population , surgery , nursing , physics , environmental health , quantum mechanics
Objectives/Hypothesis: To compare the pass rate of residents performing the Particle Repositioning Maneuver (PRM) after one of three interventions: 1) small group PRM instruction (SG); 2) standard classroom instruction (CI); and 3) Web‐based learning module (WM). We hypothesize that our Web‐based learning module is more effective than CI and as effective as SG. Study Design: Prospective randomized control trial. Methods: The study population includes all family medicine residents at the University of Western Ontario. On day 0, all subjects were tested. Residents were then randomized to one of three intervention groups: 1) SG, 2) CI, or 3) WM. On day 7, the residents were again tested. Observers were blinded to the intervention type. Testing (day 0 and day 7) was performed using the DizzyFIX (Clearwater Clinical Ltd., London, Ontario, Canada), a pass/fail test, and evaluation by a trained observer (correct or incorrect). Results: There were no statistically significant differences in pass rates between the three groups before the interventions (DizzyFIX: P = .2096, observer: P = .3710). After the interventions, DizzyFIX testing pass rates were 50.0% SG, 60.0% CI and 100.0% WM ( P = .3564). Observer testing pass rates were 85.7% SG, 28.6% CI, and 83.3% WM ( P = .0431). Conclusions: This study demonstrated that our Web‐based learning module for the PRM is comparable to small‐group clinical instruction, and superior to standard classroom instruction for teaching the PRM when evaluated by a trained observer.