Irfan S. Sheikh, Roohi Katyal, Aris Hadjinicolaou, Bo Martin Bibby, Marcia Olandoski, Fábio A. Nascimento, Sandor Beniczky
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Pre- and post-tests, each comprising 20 multiple-choice questions, were distributed to institution leadership and advertised on social media platforms to reach a global audience. The tests were administered online to assess the participants' knowledge. Pre- and post-test questions showed different EEG samples to avoid memorization and immediate recall. After completing the post-test, participants were asked to respond to 7 additional questions assessing their confidence levels and recommendations for improvement.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>A total of 52 complete and matched pre- and post-test responses were collected. The probability of a correct response was 73% before teaching (95% CI: 70%–77%) and 81% after teaching (95% CI: 78%–84%). The odds of a correct response increased significantly by 59% (95% CI: 28%–98%, <i>p</i> < .001). For participants having >4 weeks of EEG training, the probability of a correct response was 76% (95% CI: .72–.79) and 81% after teaching (95% CI: .78–.84). The odds of answering correctly increased by 44% (95% CI: 15%–80%, <i>p</i> = .001). Participants felt completely confident in independently interpreting and identifying EEG findings after completing the teaching modules (17.1% before vs. 37.8% after, <i>p</i>-value < .0001). 86.5% of participants expressed a high likelihood of recommending the module to other trainees.</p>\n </section>\n \n <section>\n \n <h3> Significance</h3>\n \n <p>The video-based online educational resource allows participants to acquire foundational knowledge in EEG/epilepsy, and participants to review previously learned EEG/epilepsy information.</p>\n </section>\n </div>","PeriodicalId":50508,"journal":{"name":"Epileptic Disorders","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/epd2.20227","citationCount":"0","resultStr":"{\"title\":\"The online educational tool “Roadmap to EEGs” significantly improved trainee performance in recognizing EEG patterns\",\"authors\":\"Irfan S. 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Pre- and post-tests, each comprising 20 multiple-choice questions, were distributed to institution leadership and advertised on social media platforms to reach a global audience. The tests were administered online to assess the participants' knowledge. Pre- and post-test questions showed different EEG samples to avoid memorization and immediate recall. After completing the post-test, participants were asked to respond to 7 additional questions assessing their confidence levels and recommendations for improvement.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>A total of 52 complete and matched pre- and post-test responses were collected. The probability of a correct response was 73% before teaching (95% CI: 70%–77%) and 81% after teaching (95% CI: 78%–84%). The odds of a correct response increased significantly by 59% (95% CI: 28%–98%, <i>p</i> < .001). 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The online educational tool “Roadmap to EEGs” significantly improved trainee performance in recognizing EEG patterns
Objective
We created a framework to assess the competency-based EEG curriculum, outlined by the International League Against Epilepsy (ILAE) through a video-based online educational resource (“Roadmap to EEGs”) and assessed its effectiveness and feasibility in improving trainees' knowledge.
Methods
Ten video-based e-learning modules addressed seven key topics in EEG and epileptology (normal EEG, normal variants, EEG artifacts, interictal epileptiform discharges (IED), focal seizures, idiopathic generalized epilepsy (IGE), and developmental and epileptic encephalopathies (DEE)). We posted the educational videos on YouTube for free access. Pre- and post-tests, each comprising 20 multiple-choice questions, were distributed to institution leadership and advertised on social media platforms to reach a global audience. The tests were administered online to assess the participants' knowledge. Pre- and post-test questions showed different EEG samples to avoid memorization and immediate recall. After completing the post-test, participants were asked to respond to 7 additional questions assessing their confidence levels and recommendations for improvement.
Results
A total of 52 complete and matched pre- and post-test responses were collected. The probability of a correct response was 73% before teaching (95% CI: 70%–77%) and 81% after teaching (95% CI: 78%–84%). The odds of a correct response increased significantly by 59% (95% CI: 28%–98%, p < .001). For participants having >4 weeks of EEG training, the probability of a correct response was 76% (95% CI: .72–.79) and 81% after teaching (95% CI: .78–.84). The odds of answering correctly increased by 44% (95% CI: 15%–80%, p = .001). Participants felt completely confident in independently interpreting and identifying EEG findings after completing the teaching modules (17.1% before vs. 37.8% after, p-value < .0001). 86.5% of participants expressed a high likelihood of recommending the module to other trainees.
Significance
The video-based online educational resource allows participants to acquire foundational knowledge in EEG/epilepsy, and participants to review previously learned EEG/epilepsy information.
期刊介绍：
Epileptic Disorders is the leading forum where all experts and medical studentswho wish to improve their understanding of epilepsy and related disorders can share practical experiences surrounding diagnosis and care, natural history, and management of seizures.
Epileptic Disorders is the official E-journal of the International League Against Epilepsy for educational communication. As the journal celebrates its 20th anniversary, it will now be available only as an online version. Its mission is to create educational links between epileptologists and other health professionals in clinical practice and scientists or physicians in research-based institutions. This change is accompanied by an increase in the number of issues per year, from 4 to 6, to ensure regular diffusion of recently published material (high quality Review and Seminar in Epileptology papers; Original Research articles or Case reports of educational value; MultiMedia Teaching Material), to serve the global medical community that cares for those affected by epilepsy.
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