Facilitating Multi-Disciplinary Expertise on Esophageal Dysplasia Via a Sharable Content Object Reference Model (SCORM) Course
Jane H James, John Lee, Stephen Sontag, Gregorio Chejfec, Elizabeth L Wiley. University of Illinois H&HSS, Chicago, IL; Edward Hines, Jr. Veterans Affairs Hospital, Chicago, IL
Background: Barrett's esophagus is complex, with well documented inter-observer variability in diagnosis among clinicians and pathologists. While previous studies have focused on intra-disciplinary diagnostic accuracy, patient care is demonstrably improved by recognition of inter-disciplinary challenges and advances. This pilot study proposes that an e-learning course, using SCORM, can serve an significant role in self-directed learning of multi-disciplinary approaches to esophageal dysplasia.
Design: The SCORM e-learning course utilized three modules, each with a distinct perspective: Gastroenterology, Pathology, and Case Based Review. Designed in Articulate Storyline with 180 interactive elements and 80 endoscopic, microscopic, and gross images, the course was brief, visually dynamic, and easily accessible. Each module had 6-7 questions which controlled course progression. The course was hosted online (http://esoph.articulate-online.com/6236556581) and on Blackboard, with data collected on course duration, question response, and interactions with learning material.
Results: The course was taken by pathology attendings (26), fellows (2), and residents (17), as well as medical students (14), an oncologist, and a Physician Assistant (PA). Completion of the full course correlated with experience - pathology attendings received the highest scores (76%) in the least time (20 min), while medical students achieved the lowest scores (70%) in the most time (30 min). Pathology residents and medical students had the highest engagement with optional interactive learning elements in the course.
Conclusions: This study demonstrates that an e-learning SCORM course can accurately assess multi-disciplinary knowledge in experienced and junior clinicians. More significantly, it indicates that junior clinicians will actively seek out and engage with learning content in a dynamic, image-driven, meaningful medium. The high level of course interaction among non-pathologists further emphasizes the potential of using SCORM based e-learning strategies to improve multi-disciplinary expertise for clinicians and beyond.
Monday, March 4, 2013 9:30 AM
Poster Session I Stowell-Orbison/Surgical Pathology/Autopsy Awards Poster Session # 75, Monday Morning