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. 2021 Jan 28:5:5.
doi: 10.22454/PRiMER.2021.298435. eCollection 2021.

The Role of Video-Assisted E-Learning in Intrauterine Contraceptive Device Insertion Training

Ng Lai Peng  1 , Eileen Koh Yi Ling  2
Affiliations

The Role of Video-Assisted E-Learning in Intrauterine Contraceptive Device Insertion Training

Ng Lai Peng et al. PRiMER. .

Abstract

Introduction: Intrauterine contraceptive device (IUCD) insertion is an important procedural skill for primary care physicians. Procedural skill training can be challenging. E-learning has been rapidly employed in medical education. The purpose of this study was to evaluate the role of a video-assisted e-learning module in knowledge and skill transfer for IUCD insertion training.

Methods: We used a quasi-experimental, one-group, pre/posttest study design. Thirty-one primary care doctors (family medicine residents and new medial officers) at a primary care training center participated in the study. All participants assessed the e-learning module at the training center. We performed on-site pre/posttests of knowledge and procedural steps (posttest only). We obtained satisfaction with e-learning and perceived confidence level with an anonymous questionnaire survey.

Results: There was a significant increase in the knowledge test scores from a median interquartile range score of 12 (10-15) to 18 (17-19) post-e-learning (P<.01). All participants attained the minimum passing score of 15 of 20 (75%) post-e-learning. However, only 20 of 31 (64.5%) participants met the minimum passing standard for procedural step test post-e-learning. Ninety-three percent of the participants reported satisfaction with the e-learning course. The median score for confidence level in performing the procedure increased significantly after e-learning.

Conclusion: The e-learning module may be an effective way of delivering instructional content in procedural training. It provides time and location flexibility and is useful for pretraining. Psychomotor skills for clinical procedures, however, may be difficult to acquire by e-learning alone. It must be supplemented with deliberate practice and hands-on learning in simulation workshops.

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Figures

Figure 1
Figure 1
Knowledge Test Scores Pre- and Post-E-Learning Abbreviation: MCQ, multiple-choice question.
Figure 2
Figure 2
Procedural Step Skill Test Post-E-Learning
Figure 3
Figure 3
Questionnaire Survey—Overall Satisfaction Level
See this image and copyright information in PMC

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