Objective: To investigate the learning effectiveness of CAM-ICU between e-learning and face-to-face lecture among nurses.
Material and Method: A prospective randomized controlled non-inferiority study was conducted. Nurses were randomly assigned to receive CAM-ICU training either through a face-to-face lecture or e-learning. Post-tests comprising three standardized patients were conducted after the course, and the pass rates compared between the two groups. Learner satisfaction and examiners comments were collected and analyzed.
Results: Of the 186 participants originally enrolled, 177 participants completed the analysis (91 in face-to-face group and 86 in e-learning group). No statistically significant difference in baseline characteristics was found between the two groups. The overall pass rate was higher in e-learning group compared to face-to-face group (50.0% vs. 42.9%, p = 0.34). Learner satisfaction was generally higher in the face-to-face lecture group. Participants mostly had difficulties with the flow of assessment, the Richmond Agitation and Sedation Scale (RAAS) and the assessment of disorganized thinking.
Conclusion: The overall pass rates were comparable between the e-learning and face-to-face lecture groups. Despite the lower-than-expected pass rate, e-learning is potentially a scalable way to deliver training. The authors believe that CAM-ICU e-learning is worthy of continued development before the real large-scale implementation in a university hospital.

Keywords: Delirium, Confusion assessment method-intensive care unit (CAM-ICU), E-learning