Evaluating e-learning to Teach Undergraduate Airway Management

Hebbes, C. P. Leighton, R. Kumar, N. Wright, R.

Department of Medical and Social Care Education, Leicester Medical School, University of Leicester

1. Introduction
E-learning is a tool of current interest in a wide range of spheres, carrying considerable advantages of cost and
accessibility in comparison to traditional classroom and practical techniques, such as those seen in conventional ALS and
ATLS courses.
Web based education has previously been used with success in areas of anaesthesia1 and is currently the subject of a
pilot in selected ALS centres. Pre Post P-value
In order to further evaluate this technique and provide a local context, we designed, implemented and Statement
evaluated(number)
a series Median
Anatomy
of web based e-learning tools to teach undergraduate clinical medical students about 6 ± 0.28 7.05 ± 0.21 0.003
The resource was clearairway management.
and easy to(66%)
use (78%) 3.5
• Methods Using the resource has improved my understanding of the anatomy and physiology
We used Macromedia Breeze and Blackboard VLE software Physiological
with QuestionMark Perceptions in order8.02to±design
0.22 3 modules 9.17 ± 0.19 of the 3 <0.001
airways
teaching students 1) airway anatomy and physiology, 2) management of airway obstruction and 3)(80%) advanced airway (91%)
management. Student
Clinical 4.57 ± 0.18 5.57 ±Feedback
0.08 <0.001
Students undertaking their perioperative care attachment were Using
invitedthe
to undertake the improved
resource has airway resource
my including of the principlesMean
understanding scores for
of managing aneach of the statements are
at risk 3 shown in Table 2, below. The Likert scale is used with 1 being “poor” and 4
(76%) Table(92%)
1 – Differences in assessment scores before and after using the resource. Data presented as mean ± SEM
objective assessment and a feedback questionnaire. airway being “excellent” concordance with the statements.
Total 18.60 ± 0.46 21.79 ± 0.28 <0.001
Objective assessment (74%) (87%)
Assessment scores (out of 25) relating to anatomy, clinical andIphysiological knowledge were compared before
would recommend the resource to a colleague and after 3
using the resource using Students paired t-test.

Student feedback
The feedback questionnaire comprised a 1-4 Likert scale ranking of statements relating to quality, content, usability and
change in knowledge (1 indicated dissatisfaction and 4 represented satisfaction in the outcome). Feedback data were
assessed using descriptive statistical methods.

• Results
Of 83 students within the cohort, the resource was accessed by 68. Of these, 47 completed the pre and post
assessments and the resource; the remaining 21 accessed only the pre-assessment and were excluded from analysis to
enable direct, matched comparison of pre- and post- scores. Feedback questionnaires were completed by 26 students.

Objective assessment
The mean objective assessment scores (out of 25) before and after undertaking the resource were 18.60 ± 0.46 and
21.79 ± 0.28 respectively (Mean ± SEM). There was a statistically significant improvement in the post-resource anatomy,
physiology and clinical scores (see Table 1).

Table 2 – Likert scores from the feedback questionnaire. 1 indicates disagreement with the statement, 4 indicates
concordance
Improved my understanding of the principles of
Improved my understanding of the anatomy and physiology of the airways managing an at risk airway
The resource was clear and easy to use

1. Conclusion
This e-learning resource had a positive impact on student learning, both subjective and objective. The use of e-
learning is receiving increasing interest and is a popular student method of study. This mode of learning requires
further study to refine and improve the resource.

Reference
1. D. W. Wheeler, K. D. Whittlestone, H. L. Smith, A. K. Gupta, D. K. Menon, A web-based system for teaching, assessment and examination of the undergraduate peri-operative medicine curriculum Anaesthesia 2003; 58 (11): 1079–1086