P061: PLAYING WITH YOUR PHONE IN CLASS: THE IMPACT OF INTERACTIVE EDUCATION SOFTWARE DURING SIMULATION TRAINING
Jordan L Brewer, MD1; Samsun Lampotang, PhD1; Gülsen T Teker, PhD2; Nelson N Algarra, MD1; 1University of Florida; 2Hacettepe University
Introduction: The education of Anesthesia residents is growing in complexity and scope with the entry of each new training class. Educators have to balance the expanding learning needs with training hour restrictions and increased productivity pressures. This environment creates possibilities for knowledge gaps that may not be adequately addressed by traditional teaching methods. Investigation into methods of learning that maximize incorporation of novel information is therefore valuable to residency programs. Current research in the realm of education aims to punctuate the efficacy of active versus passive learning. New technologies such as the smart phone have allowed for the penetration of active learning opportunities throughout residency training. In this study, we aim to demonstrate the ability to leverage education during a simulation exercise to non-participants via interactive quiz software, "Kahoot!".
Methods: Eight groups of volunteers, lettered A-H, comprised of 4-6 individuals participated in simulation training. All volunteers took a pre-test prior to exposure to educational materials. Then one member from each group was selected via randomizer software to participate in a standardized, scripted simulation while the remainder observed via live streaming. Control cohorts simply observed while Experimental cohorts engaged with the simulation through a Kahoot! quiz on their smart phones. Questions related to the observed content were prompted at standard times during key simulation moments. Then all volunteers took an immediate post-test and a 30-day post-test to assess for information synthesis and retention. Additionally, time spent on and off task, measured in seconds, was investigated by the use of video recordings of the observational volunteers. Off task time, was broken down into passive, motor, and verbal categories.
Results: There was no difference between the baseline knowledge of the Control and Experimental cohorts prior to education (p = .83) but significant improvement in immediate post-test scores were demonstrated in those who participated in the quiz application (p=.01). Control volunteers improved from average 8.61 correct of 12 questions to 10.63 correct and Experimental volunteers improved from 8.86 correct to 11.71. Both groups showed declines in their 30-day post-test scores, however the Experimental retained a higher average score than the Control group (10.5 vs 9.94 correct). Those using the quiz software demonstrated a significant improvement in total time spent on task compared to Control (90.1% vs 75.6%, p=.004), off task motor (4.3% vs 8.9%, p=.048), and off task verbal (2.0% vs 11.2%, p=.006).
Discussion: Given the limited time and resources that institutions can devote to resident education, the ability to maximize impact and retention is paramount. Our experiment demonstrated that active education in what otherwise would be a passive learning environment, increases both participant focus and outcome scores. Groups participating in active education demonstrated significantly greater improvement in quiz scores and decreased time spent off task while observing the simulation. Significant reeducations in motor distractions (e.g. typing on laptops) and verbal distractions (e.g. joking or socializing) may be achieved through well-timed interventions that redirect student focus to the task at hand as well as providing another avenue for repeated exposure to critical learning material.