Brazilian Journal of Anesthesiology
https://app.periodikos.com.br/journal/rba/article/doi/10.1590/S0034-70942012000200007
Brazilian Journal of Anesthesiology
Scientific Article

Uso de tablet (iPad®) como ferramenta para ensino da anestesiologia em estágio de ortopedia

Use of tablet (iPad®) as a tool for teaching anesthesiology in an orthopedic rotation

Pedro Paulo Tanaka; Kathryn Ashley Hawrylyshyn; Alex Macario

http://dx.doi.org/10.1590/S0034-70942012000200007 Braz J Anesthesiol, vol.62, n2, p.218-222, 2012
PDF Português
PDF English
Downloads: 0
Views: 878

Resumo

JUSTIFICATIVA E OBJETIVOS: O objetivo deste estudo foi comparar as pontuações da equipe de internos pelas avaliações da "qualidade geral do ensino" durante um rodízio em anestesia para ortopedia nos primeiros seis meses (11 residentes receberam o currículo impresso em uma pasta) e nos últimos seis meses (9 residentes receberam o mesmo currículo em um computador tablet [iPad®, Apple Inc., Cupertino, Ca]). MÉTODOS: No início do rodízio de duas semanas, o residente recebeu um iPad contendo: um programa de estudo com exercícios diários de leitura; os objetivos do rodízio em relação às competências essenciais do Accreditation Council for Graduate Medical Education (ACGME); e artigos de periódicos. Antes do estudo, esses materiais curriculares foram distribuídos em um fichário impresso. O iPad também forneceu sites revisados por pares e acesso online direto a livros referentes à matéria, mas não estava conectado ao prontuário eletrônico. No final do rodízio, os residentes responderam às perguntas de forma anônima para avaliar o mesmo em uma escala ordinal de 1 (insuficiente) a 5 (excelente). Os residentes não sabiam que os dados seriam analisados retrospectivamente para este estudo. RESULTADOS: A pontuação média global do rodízio, avaliada pela "qualidade geral do ensino desse rodízio" aumentou de 4,09 (N = 11 avaliações antes da intervenção, DP 0,83, mediana de 4, variação de 3-5) para 4,89 (N = 9 avaliações após a intervenção, DP 0,33, mediana 5, variação de 4-5) p = 0,04. CONCLUSÕES: Os residentes responderam favoravelmente à introdução de um currículo inovador via iPad para o rodízio em anestesia ortopédica. São necessários mais estudos para mostrar como tais tecnologias de computação móvel podem melhorar a aprendizagem, especialmente porque os residentes trabalham em vários locais, têm limites de horas de trabalho e precisam documentar o aprendizado da residência em seis competências essenciais do ACGME.

Palavras-chave

ANESTESIOLOGIA, ANESTESIOLOGIA, COMPUTADORES, Computadores de Mão

Abstract

BACKGROUND AND OBJECTIVES: The goal of this study was to compare scores on house staff evaluations of "overall teaching quality" during a rotation in anesthesia for orthopedics in the first six months (n = 11 residents were provided with curriculum in a printed binder) and in the final six months (n = 9 residents were provided with the same curriculum in a tablet computer (iPad, Apple®, Inc, Cupertino, Ca)). METHODS: At the beginning of the two-week rotation, the resident was given an iPad containing: a syllabus with daily reading assignments, rotation objectives according to the ACGME core competencies, and journal articles. Prior to the study, these curriculum materials had been distributed in a printed binder. The iPad also provided peer reviewed internet sites and direct access to online textbooks, but was not linked to the electronic medical record. At the end of the rotation, residents anonymously answered questions to evaluate the rotation on an ordinal scale from 1 (unsatisfactory) to 5 (outstanding). All residents were unaware that the data would be analyzed retrospectively for this study. RESULTS: The mean global rating of the rotation as assessed by "overall teaching quality of this rotation" increased from 4.09 (N = 11 evaluations before intervention, SD 0.83, median 4, range 3-5) to 4.89 (N = 9 evaluations after intervention, SD 0.33, median 5, range 4-5) p = 0.04. CONCLUSIONS: Residents responded favorably to the introduction of an innovative iPad based curriculum for the orthopedic anesthesia rotation. More studies are needed to show how such mobile computing technologies can enhance learning, especially since residents work at multiple locations, have duty hour limits, and the need to document resident learning in six ACGME core competencies.

Keywords

Computers, Education, Education

Referencias

. .

Strayer SM, Semler MW, Kington ML. Patient attitudes toward physician use of tablet computers in the exam room. Fam Med. 2010;42(9):643-647.

Co JP, Mohamed H, Kelleher ML. Feasibility of using a tablet computer survey for parental assessment of resident communication skills. Ambul Pediatr. 2008;8(6):375-378.

Richter JG, Becker A, Koch T. Self-assessments of patients via Tablet PC in routine patient care: comparison with standardised paper questionnaires. Ann Rheum Dis. 2008;67(12):1739-1741.

Vargas PA, Robles E, Harris J. Using information technology to reduce asthma disparities in underserved populations: a pilot study. J Asthma. 2010;47(8):889-894.

The Stanford Daily. .

Payne D, Godlee F. The BMJ is on the iPad. BMJ. 2011;342.

Alvarez C, Brown C, Nussbaum M. Comparative study of netbooks and tablet PCs for fostering face-to-face collaborative learning. Computers in Human Behavior. 2011;27(2):834-844.

Macario A, Kadry B. Diary of an Anesthesiologist Blogger: Connecting With Today's Millennial Learners. ASA Newsletter. 2010;74:1220-222.

Kitchin DR, Applegate KE. Learning radiology a survey investigating radiology resident use of textbooks, journals, and the internet. Acad Radiol. 2007;14(9):1113-1120.

McLean M, Gibbs T. Twelve tips to designing and implementing a learner-centred curriculum: Prevention is better than cure. Medical Teacher. 2010;32(3):225-230.

Chu LF, Young C, Zamora A. Anesthesia 2.0: internet-based information resources and Web 2.0 applications in anesthesia education. Curr Opin Anaesthesiol. 2010;23(2):218-237.

Slagle JM, Weinger MB. Effects of intraoperative reading on vigilance and workload during anesthesia care in an academic medical center. Anesthesiology. 2009;110(2):275-283.

5dd54afc0e8825616fc8fca6 rba Articles
Links & Downloads
2352-2291 (Electrónico) 0104-0014 (Impreso)
Braz J Anesthesiol ©2024 Todos los derechos reservados.

Braz J Anesthesiol

Share this page
Page Sections