Skip to main content
Top
Published in: Intensive Care Medicine 8/2011

01-08-2011 | Original

Transfer of take-home messages in graduate ICU education

Authors: Alexandre Lautrette, Carole Schwebel, Didier Gruson, R. W. Talbot, Jean-François Timsit, Bertrand Souweine

Published in: Intensive Care Medicine | Issue 8/2011

Login to get access

Abstract

Purpose

Teaching by lecture (lecture format) is widely used at congresses and in medical educational programmes. The process involves the transfer of take-home messages. The aim of this study was to assess the number of take-home messages identified by postgraduate critical care junior doctors (juniors) during lectures.

Methods

This was a prospective observational study of 13 lectures. Lecturers were not informed in advance of the study. At the end of the lecture (30 or 50 min), the lecturer (senior doctor) and juniors listed the three main take-home messages on a form. Subjective elements of the juniors’ appraisal (quality of the presentation, explanation of the topic’s relevance, enthusiasm of the lecturer, background, case-based, delivery and personality, comprehensibility, practical applicability of information given, prioritization, presence of raw data, references, overall satisfaction) and objective elements (length of lecture, number of take-home messages written on the slides) of the lectures were recorded. Successful knowledge transfer was assessed by matching lecturers’ and juniors’ take-home messages.

Results

In total, 367 forms completed by 367 juniors were analysed. A match equal to 3 (highest match), 2, 1 or 0 was observed in 3.8, 26.7, 48.2 and 21.2% of the forms, respectively. No single subjective or objective element of the lecture was associated with the number of identified take-home messages.

Conclusions

Two-thirds of critical care junior doctors identified at best only one of the three main take-home messages of a lecture, suggesting that knowledge transfer is poor during passive format learning. These results suggest that there is a need to develop strategies to improve the performance of lecture-based learning.
Appendix
Available only for authorised users
Literature
1.
2.
go back to reference Hartling L, Spooner C, Tjosvold L, Oswald A (2010) Problem-based learning in pre-clinical medical education: 22 years of outcome research. Med Teach 32:28–35PubMedCrossRef Hartling L, Spooner C, Tjosvold L, Oswald A (2010) Problem-based learning in pre-clinical medical education: 22 years of outcome research. Med Teach 32:28–35PubMedCrossRef
3.
go back to reference Polyzois I, Claffey N, Mattheos N (2010) Problem-based learning in academic health education. A systematic literature review. Eur J Dent Educ 14:55–64PubMedCrossRef Polyzois I, Claffey N, Mattheos N (2010) Problem-based learning in academic health education. A systematic literature review. Eur J Dent Educ 14:55–64PubMedCrossRef
4.
go back to reference Ford DG, Seybert AL, Smithburger PL, Kobulinsky LR, Samosky JT, Kane-Gill SL (2010) Impact of simulation-based learning on medication error rates in critically ill patients. Intensive Care Med 36:1526–1531PubMedCrossRef Ford DG, Seybert AL, Smithburger PL, Kobulinsky LR, Samosky JT, Kane-Gill SL (2010) Impact of simulation-based learning on medication error rates in critically ill patients. Intensive Care Med 36:1526–1531PubMedCrossRef
5.
go back to reference The CoBaTrICE Collaboration (2009) The educational environment for training in intensive care medicine: structures, processes, outcomes and challenges in the European region. Intensive Care Med 35:1575–1583 The CoBaTrICE Collaboration (2009) The educational environment for training in intensive care medicine: structures, processes, outcomes and challenges in the European region. Intensive Care Med 35:1575–1583
6.
go back to reference Bion JF, Barrett H (2006) Development of core competencies for an international training programme in intensive care medicine. Intensive Care Med 32:1371–1383PubMedCrossRef Bion JF, Barrett H (2006) Development of core competencies for an international training programme in intensive care medicine. Intensive Care Med 32:1371–1383PubMedCrossRef
7.
go back to reference Morrison J (2003) ABC of learning and teaching in medicine: evaluation. Br Med J 326:385–387CrossRef Morrison J (2003) ABC of learning and teaching in medicine: evaluation. Br Med J 326:385–387CrossRef
8.
go back to reference Nandi PL, Chan JN, Chan CP, Chan P, Chan LP (2000) Undergraduate medical education: comparison of problem-based learning and conventional teaching. Hong Kong Med J 6:301–306PubMed Nandi PL, Chan JN, Chan CP, Chan P, Chan LP (2000) Undergraduate medical education: comparison of problem-based learning and conventional teaching. Hong Kong Med J 6:301–306PubMed
9.
10.
go back to reference Renner P, Weiss K, Kim MG (2006) Improvements in identifying persistent asthma patients using HEDIS data. Am J Manag Care 12:118PubMed Renner P, Weiss K, Kim MG (2006) Improvements in identifying persistent asthma patients using HEDIS data. Am J Manag Care 12:118PubMed
12.
go back to reference Arredondo MA, Busch E, Douglass HO, Petrelli NJ (1994) The use of videotaped lectures in surgical oncology fellowship education. J Cancer Educ 9:86–89PubMed Arredondo MA, Busch E, Douglass HO, Petrelli NJ (1994) The use of videotaped lectures in surgical oncology fellowship education. J Cancer Educ 9:86–89PubMed
13.
go back to reference Wofford MM, Spickard AW 3rd, Wofford JL (2001) The computer-based lecture. J Gen Intern Med 16:464–467PubMedCrossRef Wofford MM, Spickard AW 3rd, Wofford JL (2001) The computer-based lecture. J Gen Intern Med 16:464–467PubMedCrossRef
14.
go back to reference Davis D (2006) Continuing education, guideline implementation, and the emerging transdisciplinary field of knowledge translation. J Contin Educ Health Prof 26:5–12PubMedCrossRef Davis D (2006) Continuing education, guideline implementation, and the emerging transdisciplinary field of knowledge translation. J Contin Educ Health Prof 26:5–12PubMedCrossRef
15.
go back to reference Chang LF, Bagwell PF (1994) Ballistic Josephson-current flow through an asymmetric superconductor–normal-metal–superconductor junction. Phys Rev B Condens Matter 49:15853–15863PubMedCrossRef Chang LF, Bagwell PF (1994) Ballistic Josephson-current flow through an asymmetric superconductor–normal-metal–superconductor junction. Phys Rev B Condens Matter 49:15853–15863PubMedCrossRef
16.
go back to reference Archer JC, Norcini J, Davies HA (2005) Use of SPRAT for peer review of paediatricians in training. Br Med J 330:1251–1253CrossRef Archer JC, Norcini J, Davies HA (2005) Use of SPRAT for peer review of paediatricians in training. Br Med J 330:1251–1253CrossRef
Metadata
Title
Transfer of take-home messages in graduate ICU education
Authors
Alexandre Lautrette
Carole Schwebel
Didier Gruson
R. W. Talbot
Jean-François Timsit
Bertrand Souweine
Publication date
01-08-2011
Publisher
Springer-Verlag
Published in
Intensive Care Medicine / Issue 8/2011
Print ISSN: 0342-4642
Electronic ISSN: 1432-1238
DOI
https://doi.org/10.1007/s00134-011-2256-7

Other articles of this Issue 8/2011

Intensive Care Medicine 8/2011 Go to the issue