Efficacy of an asynchronous electronic curriculum in emergency medicine education in the United States.
- Author:
Alisa WRAY
1
;
Kathryn BENNETT
;
Megan BOYSEN-OSBORN
;
Warren WIECHMANN
;
Shannon TOOHEY
Author Information
- Publication Type:Original Article
- Keywords: Curriculum; Emergency medicine; Graduate medical education; Retrospective studies; United States
- MeSH: California; Curriculum*; Education*; Education, Medical, Graduate; Emergencies*; Emergency Medicine*; Internship and Residency; Learning; Retrospective Studies; Statistics as Topic; United States*
- From:Journal of Educational Evaluation for Health Professions 2017;14(1):29-
- CountryRepublic of Korea
- Language:English
- Abstract: 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.
