E-learning-an interventional element of the PRiVENT project to improve weaning expertise

Abstract

Background: PRiVENT (PRevention of invasive VENTilation) is an evaluation of a bundle of interventions aimed at the prevention of long-term invasive mechanical ventilation. One of these elements is an e-learning course for healthcare professionals to improve weaning expertise. The aim of our analysis is to examine the implementation of the course in cooperating intensive care units.

Methods: The course has been developed through a peer review process by pulmonary and critical care physicians in collaboration with respiratory therapists, supported by health services researchers and a professional e-learning agency. The e-learning platform "weLearn" was made available online to participating healthcare professionals. Feedback on the e-learning programme was obtained and discussed in quality circles (QCs). We measured the acceptance and use of the programme through access statistics.

Results: The e-learning course "Joint Prevention of Long-Term Ventilation" consists of 7 separate modules with practice-oriented training units as well as a cross-module area and corresponding interactive case studies. Users can receive 23 CME (continuing medical education) credits. The platform was released on July 1, 2021. By June 28, 2023, 214 users from 33 clinics had registered. Most users (77-98%) completed the modules, thus performing well in the test, where 90-100% passed. In the QCs, the users commended the structure and practical relevance of the programme, as well as the opportunity to earn CME credits.

Conclusion: Especially for medical staff in intensive care units, where continuous training is often a challenge during shift work, e-learning is a useful supplement to existing medical training.

Trial registration: The PRiVENT study is registered at ClinicalTrials.gov (NCT05260853) on 02/03/2022.

Keywords: E-learning; Knowledge transfer; Weaning from mechanical ventilation.

Fig. 1

User analysis e-learning units. Shows the number of participants in each module and how many successfully completed each module. The number of hits decreases through the modules. Only 48 users follow through to module. Most users who start a module also finish it

Fig. 2

User analysis test. Shows the number of participants who took the test after each module and the proportion who obtained a certificate. Most participants used the knowledge assessment test at the end of each module to get the CME credits. 90 out of 109 (82.6%) users of module 3 took the test. Of those performing the tests, the success rate is at least 97% except for module 3, where it is 88%

Fig. 3

User analysis handout. Shows the access rates for the handout at the end of each module decline from 1st to 7th module

Fig. 4

User analysis cross-module area. Shows the analysis of the cross-module area with highest access rates in news and no access so far in feedback

Fig. 5

User analysis case studies. The access rates for the case studies are shown. They are lower than for the modules, maybe due to the later release date

Fig. 6

Impressions from the case studies. Shows impressions from the case studies. The cases are brought to life through photos, illustrations and audio commentaries with dialogue from the protagonists (Fig. 6 upper right quadrant) Interactive exercises allow e-learning participants to test their own level of knowledge for impressions from the case studies (Fig. 6 lower left quadrant) as well as seeing the results of the correct therapy (Fig. 6 lower right quadrant)