Low Dose High Frequency teaching: Pilot study assessing ABCDE knowledge and confidence in the endoscopy department at a UK hospital.
Creators: name: Hobbs, Jonathan
name: Baxter, David
name: Suggitt, Deborah
name: Van Klaveren, William
name: Ghaffari, Mohammad Wahid
name: Haig, Callum
name: Baxter, Jeanette
Publisher: name: F1000 Research Limited
Year: 2024

description: <b>Background: </b><br>
Improving the quality of assessment and management for critically ill patients using the ABCDE approach is a primary objective of the Resuscitation Council UK. Traditional didactic, group-based workshops have shown limited efficacy in maintaining provider performance post-training. Emerging evidence supports interactive techniques, providing simulated, hands-on practice, case-based learning, and real-time feedback for sustained performance. In this pilot study we employed the Low Dose, High Frequency (LDHF) teaching model in a multidisciplinary NHS setting and assessed its impact on ABCDE knowledge and confidence amongst its staff.<br>
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<b>Summary of Work: </b><br>
Thirty-nine Endoscopy Department staff at Stockport NHS Foundation Trust (SNFT), a district general hospital, participated in a 10-week prospective cohort study, with thirty-two participants meeting inclusion and exclusion criteria. Each week, a 5 to 10-minute training session was incorporated into the daily morning briefing which covered a specific aspect of the ABCDE approach. Assessments occurred at weeks 0, 4, 7, and 10, with skills practice after each. A novel assessment evaluated knowledge based on the learning objectives from the Acute Illness Management (AIM) course; a modified Likert scale assessed participants’ confidence. Primary outcomes were pre/post-intervention knowledge and confidence scores. Participant feedback was collected, and thematic analysis was conducted.<br>
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<b>Summary of Results: </b><br>
The following results were statistically significant: Increase in knowledge and confidence scores overall, increase in knowledge and confidence scores amongst nurses, and increase in confidence scores amongst prior AIM course attendees.<br>
Thematic analysis of feedback highlighted the appropriate session length, the effective nature of the delivery method, and having relevant content. Suggested improvements included smaller group size and increasing the knowledge assessment time limit.<br>
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<b>Discussion and Conclusion: </b><br>
LDHF teaching enhanced ABCDE knowledge and confidence. Participants favourably viewed short, frequent sessions. Limitations in this study include a single department being involved and small sample size. Comparative studies with traditional methods are needed for further insights. Local impacts involve extending LDHF projects to other Trust departments for further assessment.<br>
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<b>Take-home Message: </b><br>
This pilot study confirms LDHF teaching improves ABCDE knowledge and confidence in this cohort, emphasising the potential benefits of short, frequent sessions for healthcare training.<br>
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We confirm that we have obtained permission to use images from the participants included in this presentation. Consent was obtained from all attendees prior to obtaining images.