[Pulmonary thromboembolism as contributing cause of severe respiratory insufficiency in a patient with COVID-19 infection].

We report a case of multiple peripheral pulmonary thromboembolisms in a 69-year-old male hospitalised due to SARS-CoV-2 infection. There were no evident risk factors for pulmonary thromboembolism, the patient had a Wells' score of zero, and the diagnosis only became evident after repeated CT pulmonary angiographies.

Video- or text-based e-learning when teaching clinical procedures? A randomized controlled trial.

BACKGROUND AND AIMS: This study investigated the effectiveness of two different levels of e-learning when teaching clinical skills to medical students. MATERIALS AND METHODS: Sixty medical students were included and randomized into two comparable groups. The groups were given either a video- or text/picture-based e-learning module and subsequently underwent both theoretical and practical examination. A follow-up test was performed 1 month later. RESULTS: The students in the video group performed better than the illustrated text-based group in the practical examination, both in the primary test (P<0.001) and in the follow-up test (P<0.01). Regarding theoretical knowledge, no differences were found between the groups on the primary test, though the video group performed better on the follow-up test (P=0.04). CONCLUSION: Video-based e-learning is superior to illustrated text-based e-learning when teaching certain practical clinical skills.

Does competition work as a motivating factor in e-learning? A randomized controlled trial.

BACKGROUND AND AIMS: Examinations today are often computerized and the primary motivation and curriculum is often based on the examinations. This study aims to test if competition widgets in e-learning quiz modules improve post-test and follow-up test results and self-evaluation. The secondary aim is to evaluate improvements during the training period comparing test-results and number of tests taken. METHODS: Two groups were randomly assigned to either a quiz-module with competition widgets or a module without. Pre-, post- and follow up test-results were recorded. Time used within the modules was measured and students reported time studying. Students were able to choose questions from former examinations in the quiz-module. RESULTS: Students from the competing group were significantly better at both post-and follow-up-test and had a significantly better overall learning efficiency than those from the non-competing group. They were also significantly better at guessing their post-test results. CONCLUSION: Quiz modules with competition widgets motivate students to become more active during the module and stimulate better total efficiency. They also generate improved self-awareness regarding post-test-results.