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Efficacy of an asynchronous electronic curriculum in emergency medicine education in the United States
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Alisa Wray
, Kathryn Bennett, Megan Boysen-Osborn, Warren Wiechmann, Shannon Toohey - J Educ Eval Health Prof. 2017;14:29. Published online December 11, 2017
- DOI: https://doi.org/10.3352/jeehp.2017.14.29
- 31,708 View
- 241 Download
- 11 Web of Science
- 8 Crossref
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Abstract
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Supplementary Material - Purpose
The aim of this study was to measure the effect of an iPad-based asynchronous curriculum on emergency medicine resident performance on the in-training exam (ITE). We hypothesized that the implementation of an asynchronous curriculum (replacing 1 hour of weekly didactic time) would result in non-inferior ITE scores compared to the historical scores of residents who had participated in the traditional 5-hour weekly didactic curriculum.
Methods
The study was a retrospective, non-inferiority study. conducted at the University of California, Irvine Emergency Medicine Residency Program. We compared ITE scores from 2012 and 2013, when there were 5 weekly hours of didactic content, with scores from 2014 and 2015, when 1 hour of conference was replaced with asynchro-nous content. Examination results were compared using a non-inferiority data analysis with a 10% margin of difference.
Results
Using a non-inferiority test with a 95% confidence interval, there was no difference between the 2 groups (before and after implementation of asynchronous learning), as the confidence interval for the change of the ITE was −3.5 to 2.3 points, whereas the 10% non-inferiority margin was 7.8 points.
Conclusion
Replacing 1 hour of didactic conference with asynchronous learning showed no negative impact on resident ITE scores. -
Citations
Citations to this article as recorded by
- An Asynchronous Curriculum: Learner Perspectives on Incorporating Asynchronous Learning Into In-Person and Virtual Emergency Residency Didactics
Emily L Jameyfield, Semhar Tesfai, Alejandro A Palma, Adriana S Olson
Cureus.2023;[Epub] CrossRef - A randomized controlled trial to examine the effect of the Pediatric Opioid Analgesia Self‐Instruction System (PedOASIS) tool on pediatric hematology/oncology trainee education
Rebecca E. MacDonell‐Yilmaz, Anarina Murillo, Jennifer G. Welch
Pediatric Blood & Cancer.2023;[Epub] CrossRef - Development and Validation of Pediatric Opioid Analgesia Self-Instruction System (PedOASIS): An Opioid Knowledge Tool for Pediatric Clinicians
Rebecca E. MacDonell-Yilmaz, Angela Anderson, Priya Hirway, Jennifer G. Welch
Journal of Pediatric Hematology/Oncology.2022; 44(1): e204. CrossRef - Utilizing social media for cardiovascular education
Christina Mansour, Nooshin Beygui, Mamas A Mamas, Purvi J Parwani
Heart.2022; 108(15): 1240. CrossRef - Nephrology Trainee Education Needs Assessment: Five Years and a Pandemic Later
Benjamin S. Ko, Kurtis A. Pivert, Rob Rope, Anna M. Burgner, Joshua S. Waitzman, Susan M. Halbach, Suzanne M. Boyle, Lili Chan, Stephen M. Sozio
Kidney Medicine.2022; 4(11): 100548. CrossRef - Planning Engaging, Remote, Synchronous Didactics in the COVID-19 Pandemic Era
Ronald Rivera, Jonathan Smart, Sangeeta Sakaria, Alisa Wray, Warren Wiechmann, Megan Boysen-Osborn, Shannon Toohey
JMIR Medical Education.2021; 7(2): e25213. CrossRef - Pediatric Resident Engagement With an Online Critical Care Curriculum During the Intensive Care Rotation*
Dennis A. Daniel, Sue E. Poynter, Christopher P. Landrigan, Charles A. Czeisler, Jeffrey P. Burns, Traci A. Wolbrink
Pediatric Critical Care Medicine.2020; 21(11): 986. CrossRef - Asynchronous Curriculum “Socially Synchronized”: Learning Via Competition
Jon Smart, Adriana Segura Olson, Andrew Muck
Western Journal of Emergency Medicine.2018; 20(1): 6. CrossRef
- An Asynchronous Curriculum: Learner Perspectives on Incorporating Asynchronous Learning Into In-Person and Virtual Emergency Residency Didactics
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