Abstract：
OBJECTIVE: This study reports the development of an innovative, interactive Massive Open Online Course (MOOC) teaching radiation safety principles in the vascular workplace, using stepwise e-learning with multiple choice question tests (MCQs), educational videos, and a serious game. The aim was to study the MOOC impact on radiation safety knowledge and assess its feasibility and acceptability.
METHODS: An international multicentre prospective study included team members active in the hybrid operating room. The MOOC was offered voluntarily via a secure online learning platform. A standardised MCQ test (15 questions) assessed radiation safety knowledge pre- and post-course (range 0 - 100%). Acceptability and feasibility were tested via the previously validated, Evaluating e-learning system success (EESS) model, using five point Likert scales.
RESULTS: In eight centres across four countries, 150 of 203 invited endovascular team members consented. Over a seven week study period, surgeons (28%, including vascular surgery trainees and consultants), nurses (27%, including scrub, circulating and anaesthetic nurses), anaesthetists (43%, including trainees and consultants), and radiographers (3%) participated. Of those, 67% completed the course. The average radiation knowledge improved by 22.8% (95% CI 19.5 - 26.0%; p < .001) after MOOC completion, from 48% to 71% (standard deviation [SD] 14 and 15% respectively), requiring a mean time investment of 169 minutes (SD 89 minutes). In centres with a radiographer, mean knowledge gain after MOOC completion was significantly smaller (14%, SD 19% vs. 24%, SD 16%, p = .036). The course was deemed feasible and acceptable according to the EESS model with a total mean score of 3.68/5.
CONCLUSIONS: This newly developed, multimodal MOOC was deemed feasible and effective across multiple international centres. The MOOC significantly contributes to radiation safety education of the entire endovascular team, improving radiation safety knowledge. The course may optimise workplace radiation safety behaviour and therefore enhance team and patient safety.
METHODS: An international multicentre prospective study included team members active in the hybrid operating room. The MOOC was offered voluntarily via a secure online learning platform. A standardised MCQ test (15 questions) assessed radiation safety knowledge pre- and post-course (range 0 - 100%). Acceptability and feasibility were tested via the previously validated, Evaluating e-learning system success (EESS) model, using five point Likert scales.
RESULTS: In eight centres across four countries, 150 of 203 invited endovascular team members consented. Over a seven week study period, surgeons (28%, including vascular surgery trainees and consultants), nurses (27%, including scrub, circulating and anaesthetic nurses), anaesthetists (43%, including trainees and consultants), and radiographers (3%) participated. Of those, 67% completed the course. The average radiation knowledge improved by 22.8% (95% CI 19.5 - 26.0%; p < .001) after MOOC completion, from 48% to 71% (standard deviation [SD] 14 and 15% respectively), requiring a mean time investment of 169 minutes (SD 89 minutes). In centres with a radiographer, mean knowledge gain after MOOC completion was significantly smaller (14%, SD 19% vs. 24%, SD 16%, p = .036). The course was deemed feasible and acceptable according to the EESS model with a total mean score of 3.68/5.
CONCLUSIONS: This newly developed, multimodal MOOC was deemed feasible and effective across multiple international centres. The MOOC significantly contributes to radiation safety education of the entire endovascular team, improving radiation safety knowledge. The course may optimise workplace radiation safety behaviour and therefore enhance team and patient safety.
摘要：
目的：本研究报告了一种创新，交互式大规模在线开放课程（MOOC）在血管工作场所教授辐射安全原则，使用带有多项选择题测试(MCQ)的逐步电子学习，教育视频,一个严肃的游戏。目的是研究MOOC对辐射安全知识的影响，并评估其可行性和可接受性。
方法：一项国际多中心前瞻性研究包括在混合手术室活跃的团队成员。MOOC是通过安全的在线学习平台自愿提供的。标准化的MCQ测试（15个问题）评估了课程前和课程后的辐射安全知识（范围0-100％）。可接受性和可行性通过先前验证的评估电子学习系统成功(EESS)模型进行了测试，使用五个点的李克特量表。
结果：在四个国家的八个中心，203名受邀血管内小组成员中有150人同意。在七周的学习期间，外科医生(28%，包括血管外科培训生和顾问)，护士(27%，包括擦洗/循环和麻醉学护士)，麻醉师(43%，包括学员和顾问)，和放射技师(3%)参加。其中,67%完成了课程。MOOC完成后，平均辐射知识提高了22.8%(95%CI19.5-26.0%；p<.001)，从48%到71%(标准偏差[SD]分别为14%和15%)，需要169分钟的平均时间投资（SD89分钟）。在有放射技师的中心，MOOC完成后的平均知识增益明显较小(14%，SD19%vs.24%,SD16%,p=.036）。根据EESS模型，该课程被认为是可行和可接受的，总平均分为3.68/5。
结论：这个新开发的，多式联运MOOC在多个国际中心被认为是可行和有效的。MOOC对整个血管内团队的辐射安全教育有很大的贡献，提高辐射安全知识。该课程可以优化工作场所的辐射安全行为，从而提高团队和患者的安全性。
方法：一项国际多中心前瞻性研究包括在混合手术室活跃的团队成员。MOOC是通过安全的在线学习平台自愿提供的。标准化的MCQ测试（15个问题）评估了课程前和课程后的辐射安全知识（范围0-100％）。可接受性和可行性通过先前验证的评估电子学习系统成功(EESS)模型进行了测试，使用五个点的李克特量表。
结果：在四个国家的八个中心，203名受邀血管内小组成员中有150人同意。在七周的学习期间，外科医生(28%，包括血管外科培训生和顾问)，护士(27%，包括擦洗/循环和麻醉学护士)，麻醉师(43%，包括学员和顾问)，和放射技师(3%)参加。其中,67%完成了课程。MOOC完成后，平均辐射知识提高了22.8%(95%CI19.5-26.0%；p<.001)，从48%到71%(标准偏差[SD]分别为14%和15%)，需要169分钟的平均时间投资（SD89分钟）。在有放射技师的中心，MOOC完成后的平均知识增益明显较小(14%，SD19%vs.24%,SD16%,p=.036）。根据EESS模型，该课程被认为是可行和可接受的，总平均分为3.68/5。
结论：这个新开发的，多式联运MOOC在多个国际中心被认为是可行和有效的。MOOC对整个血管内团队的辐射安全教育有很大的贡献，提高辐射安全知识。该课程可以优化工作场所的辐射安全行为，从而提高团队和患者的安全性。
