DI-026 E-learning to improve paediatric parenteral nutrition knowledge? a pilot study in two hospitals. (25th February 2017)

• Record Type: Journal Article
• Authors: Pape, P Le; Petit, LM; Bajwa, N; Delestras, S; Fonzo-Christe, C; Bonnabry, P
• Is Part Of: European journal of hospital pharmacy. Volume 24(2017)Supplement 1
• Page Start: A124
• Page End: A124
• Publication Date: 2017-02-25
• Subjects: Pharmacy -- Periodicals; Hospital pharmacies -- Periodicals; 615.1
• DOI: 10.1136/ejhpharm-2017-000640.273
• Languages: English
• ISSNs: 2047-9956

Abstract

Abstract : Background: Education and training may improve prescription of paediatric parenteral nutrition. In hospitals, prescription of paediatric parenteral nutrition may be performed by physicians or clinical pharmacists. Differences in knowledge of prescribing and non-prescribing physicians may be expected. Purpose: To assess and compare the impact of a self-made E-learning module, focused on prescription of paediatric parenteral nutrition, on the ability of physicians to manage theoretical clinical cases in two hospitals. Material and methods: Setting two university hospitals (HOSP1: prescribing physicians, HOSP2: non-prescribing physicians). Study design: physicians who agreed to participate were randomised into one of two groups in each hospital. All participants completed a pre-test to establish baseline knowledge. Intervention group: E-learning module (45 min) followed by a post-test, 1 month after the pre-test. Satisfaction of the E-learning module was evaluated on a standardised questionnaire. Control group: post-test 1 month after the pre-test. Pre- and post-tests were developed on Survey Monkey and included 3 clinical cases (total score range 0 to 250). Outcome: E-learning impact was evaluated by comparing the difference in scores between the pre- and post-tests in the two groups, globally and in the two hospitals. Results: 65 physicians participated (36 in HOSP1 (mean years of experience±SD 4.0±2.8) and 29 in HOSP2 (3.1±2.6)). Initial knowledge scores were higher in HOSP1 (pre-test scores 180±29 vs 133±24, p<0.001). No significant E-learning impact was observed globally (mean difference +15.1 points, 95% CI −8.3 to 38.4, p>0.05) or in either hospital, even if the improvement of knowledge by the E-learning group was higher in HOSP2 (+24 points, 95% CI −10.3 to 59) than in HOSP1 (+8 points, 95% CI −21 to 37, p>0.05). Large variability was observed in both hospitals. Global E-learning satisfaction was very high. In both centres, 100% of participants estimated that the E-learning module met their needs and would recommend it to their colleagues. Conclusion: There was no impact of an E-learning module on the knowledge of physicians about paediatric parenteral nutrition in this pilot study. The high level of satisfaction with this new pedagogic tool is a sign to keep on assessing how to use it in medical education and to develop validated tools to evaluate its impact. No conflict of interest