From tradition to innovation: a comparison of the traditional 4-step approach versus a blended learning modification for technical skills teaching

Bergmans E, Billington A, Thies K-C. From tradition to innovation: a comparison of the traditional 4-step approach versus a blended learning modification for technical skills teaching. Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine . 2023;31(1): 80.BACKGROUND: This experimental study was performed to evaluate the role of blended learning for technical skill teaching on the European Trauma Course (ETC). While online modules are extensively used for theoretical teaching, their role in skills training remains less well explored. The ETC currently relies on the established 4-step technique for teaching technical skills. However, the required large cohort of skilled instructors and the time intensity prove increasingly challenging in a current climate of staff shortages and funding constraints. This study assesses if blended learning, combining pre-course online elements with face-to-face training matches the effectiveness of the traditional 4-step approach whilst being more time-efficient.; METHODS: In a randomised, multi-centre trial, the conventional face-to-face 4-step technique for teaching a skill of medium complexity, the application of a pelvic binder, was compared with an innovative blended approach. It was hypothesised that the blended approach was non-inferior for skill performance measured after the teaching session and after two days (skill retention) with the time needed for teaching and student/teacher satisfaction as secondary outcomes.; RESULTS: Ninety participants, divided into 44 traditional and 46 blended method students, were analysed. Independent-samples t-test showed no significant difference in performance scores and non-inferiority of the blended approach with a half of one standard deviation margin. A statistically significant difference in mean retention scores favored the blended approach. A Mann-Whitney U Test revealed no significant difference in candidate satisfaction levels but a statistically significant difference in instructors' satisfaction levels in favour of the blended approach. Analysis with Welch' t-test demonstrated that the face-to-face teaching time needed for the blended approach was significantly shorter (by 6 min).; CONCLUSIONS: The integration of a blended approach with the 4-step technique for teaching pelvic binder application in the ETC streamlined teaching without compromising skill acquisition quality. This innovative approach addresses traditional limitations and shows promise in adapting medical education to modern learning and teaching demands. We suggest that blended learning could also be applied for other skills taught on life support courses.; TRIAL REGISTRATION: University of Dundee (Schools of Medicine and Life sciences Research Ethics Committee, REC number 22/59, 28th June 2022). © 2023. The Author(s)

A child with Congenital Cataract Facial Dysmorphism neuropathy (CCFDN) syndrome a case report

Masters OW, Bergmans E, Thies K-C. Anaesthesia and orphan disease. European Journal of Anaesthesiology. 2017;34(3):178-180

Correspondence

Jacobs A, Bergmans E, Arul GS, Thies K-C. The transversus abdominis plane (TAP) block in neonates and infants - results of an audit. Pediatric Anesthesia. 2011;21(10):1078-1080

Pain relief after transversus abdominis plane block for abdominal surgery in children: a service evaluation

Thies K-C, Bergmans E, Jacobs A, Desai R, Masters O. Pain relief after transversus abdominis plane block for abdominal surgery in children: a service evaluation. Local and Regional Anesthesia. 2015: 1.We carried out a prospective service evaluation of the quality of pain control after preoperative transverse abdominis plane (TAP) block in 100 children undergoing abdominal surgery. Data were collected on type of procedure, age, weight, level of the block, local anesthetic used, additional analgesia, and hourly pain scores. Of the 100 patients, 87 were included in the evaluation, 77% of who were less than 1 year old. Adequate pain relief was achieved in 93% of all patients. Almost half (47%) of our patients did not require intravenous (IV) opioids in the postoperative period and 27% did not need any IV opioids at all. Our results confirm the good quality of perioperative analgesia achieved with a TAP block as part of a multimodal approach in children undergoing abdominal surgery. Depending on the patient's age and the type of procedure, a TAP block may eliminate the need for IV opioids

Ein neuer Weg in der studentischen Lehre im Schatten der Pandemie

Bergmans E, Metelmann C, Metelmann B, Rübsam M-L, von Au F, Thies K-C. „Technology-enhanced learning“ in Anästhesiologie und Notfallmedizin. Die Anaesthesiologie. 2022;71(6):444-451.**Hintergrund** Die COVID-19 Pandemie stellt die medizinischen Fakultäten vor beispiellose Herausforderungen. Kontaktbeschränkung als wirksamstes Mittel der Infektionsprävention macht den traditionellen Präsenzunterricht nahezu unmöglich. Daher sind neue Lehrmethoden erforderlich, um das Infektionsrisiko einzudämmen und gleichzeitig hochwertigen Unterricht zu gewährleisten. **Fragestellung** Um den Bedarf an Präsenzunterricht zu reduzieren, wurde unter Anwendung von Open-Source-Software im Rahmen eines Pilotprojekts eine multimediale, virtuelle Lernumgebung für das Fach „Anästhesiologie und Notfallmedizin“ entwickelt und deren Akzeptanz bei Studierenden untersucht. Gleichzeitig beantworten wir die Frage, ob diese Technologie eine taugliche Alternative zum klassischen Präsenzunterricht darstellt. **Material und Methoden** Wir haben mit dem Lernmanagementsystem „Moodle“ eine multimediale eLearning-Plattform entsprechend dem Lehrplan „Anästhesiologie und Notfallmedizin“ für das 2. klinische Studienjahr geschaffen. Es wurde eine anonymisierte Nachkursbefragung mit Multiple-Choice- und Freitextfragen durchgeführt. **Ergebnisse** 85,4 % der 157 Teilnehmer bewerteten den Kurs als „sehr gut“, 12,1 % als „gut“ und 1,9 % als „o.k.“. Niedrigere Bewertungen wurden nicht gegeben. 54,8 % bewerteten den Kursinhalt als „sehr relevant“, 43,3 % als „relevant“ und 1,9 % als „neutral“. 94,3 % waren der Ansicht, dass „mehr vergleichbare Online-Kurse angeboten werden sollten“. Die Freitextantworten zeigten, dass Barrierefreiheit und multimediales, selbstgesteuertes Lernen sehr geschätzt wurden. Es wurde jedoch auch angemerkt, dass die praktische Ausbildung nicht durch eLearning ersetzt werden kann. **Diskussion** „Technology enhanced learning“ wurde von unseren Studierenden sehr gut angenommen und als gute Alternative zum Präsenzunterricht bewertet. Für das Erlernen praktischer Fertigkeiten bleibt der Präsenzunterricht jedoch unverzichtbar.**Background** Coronavirus disease 2019 (COVID-19) has brought about unprecedented challenges to medical schools. Physical distancing as the most effective means of infection prevention renders traditional classroom teaching nearly impossible and new teaching methods are required to contain the infection risk whilst ensuring high-level education. **Objective** In order to minimize the need for classroom teaching we have created an interactive multimedia eLearning environment using the open-source learning management system “Moodle”. This article describes the development of the eLearning environment and aims to establish the acceptance of technology-enhanced learning (TEL) among medical students and the evaluation of TEL as an alternative to classroom teaching. **Material and methods** We have built a multimedia eLearning environment for fourth year medical students covering the medical school curriculum “anesthesiology and emergency medicine”, which is based on the recommendations of the German Society for Anesthesiology and Intensive Care Medicine (DGAI). We have chosen the open-source learning management system “Moodle” as a platform. “Moodle” is widely used by Anglo-American educational institutions to support and conduct academic and nonacademic teaching. In order to assess the students’ experience, we have carried out an anonymized post-course survey consisting of multiple-choice and free-answer questions. **Results** Of the 157 participants 85.4% rated the course as “very good”, 12.1% as “good” and 1.9% as “OK”. Lower ratings were not given, 54.8% rated the course content as “very relevant”, 43.3% as “relevant” and 1.9% as “neutral”, 94.3% felt that more comparable online courses should be offered. The free-text answers revealed that accessibility and multimedia self-controlled learning were highly valued; however, it was felt that hands-on training cannot be replaced by eLearning. **Conclusion** Technology Enhanced Learning was highly valued by our students and helped to reduce the need for classroom teaching; however, for teaching practical skills classroom teaching remains indispensable

The European Trauma Course: Transforming systems through training

The European Trauma Course (ETC) exemplifies an innovative approach to multispecialty trauma education. This initiative was started as a collaborative effort among the European Society for Emergency Medicine, the European Society for Trauma and Emergency Surgery, and the European Society of Anaesthesiology under the auspices of the European Resuscitation Council. With the robust support of these societies, the project has evolved into the independent European Trauma Course Organisation. Over the past 15 years, the ETC has transcended traditional training by integrating team dynamics and non-technical skills into a scenario-based simulation course, helping to shape trauma care practice and education. A distinctive feature of the ETC is its training of doctors and allied healthcare professionals, fostering a collaborative and holistic approach to trauma care. The ETC stands out for its unique team-teaching approach, which has gained widespread recognition as the standard for in-hospital trauma care training not only in Europe but also beyond. Since its inception ETC has expanded geographically from Finland to Sudan and from Brazil to the Emirates, training nearly 20,000 healthcare professionals and shaping trauma care practice and education across 25 countries. Experiencing exponential growth, the ETC continues to evolve, reflecting its unmet demand in trauma team education. This review examines the evolution of the ETC, its innovative team-teaching methodology, national implementation strategies, current status, and future challenges. It highlights its impact on trauma care, team training, and the effect on other life support courses in various countrie