Objective: To evaluate the efficacy of eLearning in the widespread standardized teaching,
distribution and implementation of The Chelsea Critical Care Physical Assessment tool (CPAx): a
validated tool to assess physical function in critically ill patients.
Design: Prospective educational study. An eLearning module was developed through a
conceptual framework, using the four-stage technique for skills teaching to teach clinicians how
to use the CPAx. Example and test video case studies of CPAx assessments were embedded
within the module. The CPAx scores for the test case studies and demographic data were
recorded in a secure area of the website. Data were analyzed for inter-rater reliability using
intraclass correlation coefficients (ICC) to see if an eLearning educational package facilitated
consistent use of the tool. A utility and content validity questionnaire was distributed after one
year to eLearning module registrants (n= 971). This was to evaluate uptake of the CPAx in
clinical practice and content validity of the CPAx from the perspective of clinical users.
Setting: The module was distributed for use via professional forums (n=2) and direct contacts
(n=95)
Participants: Critical care clinicians
Primary outcome measure: Intraclass correlation co-efficient of the test case studies.
Results: Between July and October 2014, 421 candidates from fifteen countries registered for
the eLearning module. The ICC for case one was 0.996 (95% CI 0.990-0.999; n=207). The ICC for case two was .988 (0.996-1.000; n=184). The CPAx has a strong total scale content validity
index (s-CVI) of 0.94 and is well utilized.
Conclusions: eLearning is a useful and reliable way of teaching psychomotor skills, such as the
CPAx. The CPAx is a well-utilized measure with high content validity rated by clinicians.