Article

Knowledge-related barriers to safely implement early rehabilitation
programs in intensive care units (ICUs) may be overcome via targeted education.
The purpose of this study was to evaluate the effectiveness of an interactive
educational session on short-term knowledge of clinical decision-making for safe
rehabilitation of patients in ICUs. METHOD: A case-based teaching approach,
drawing from published safety recommendations for initiation of rehabilitation in
ICUs, was used with a multidisciplinary audience. An audience response system was
incorporated to promote interaction and evaluate knowledge before vs. after the
educational session. RESULTS: Up to 175 audience members, of 271 in attendance
(129 (48%) physical therapists, 51 (19%) occupational therapists, 31 (11%)
nursing, 14 (5%) physician, 46 (17%) other), completed both the pre- and
post-test questions for each of the six unique patient cases. In four of six
patient cases, there was a significant (p< 0.001) increase in identifying the
correct answer regarding initiation of rehabilitation activities. This learning
effect was similar irrespective of participants' years of experience and clinical
discipline. CONCLUSIONS: An interactive, case-based, educational session may be
effective for increasing short-term knowledge, and identifying knowledge gaps,
regarding clinical decision-making for safe rehabilitation of patients in ICUs.
Implications for Rehabilitation Lack of knowledge regarding the safety
considerations for early rehabilitation of ICU patients is a barrier to
implementing early rehabilitation. Interactive educational formats, such as the
use of audience response systems, offer a new method of teaching and instantly
assessing learning of clinically important information. In a small study, we have
shown that an interactive, case-based educational format may be used to
effectively teach clinical decision-making for the safe rehabilitation of ICU
patients to a diverse audience of clinicians.

Langue : ANGLAIS