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Efficacy of an asynchronous electronic curriculum in emergency medicine education in the United States.


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.

SUBMITTER: Wray A 

PROVIDER: S-EPMC5801323 | biostudies-literature | 2017

REPOSITORIES: biostudies-literature

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Publications

Efficacy of an asynchronous electronic curriculum in emergency medicine education in the United States.

Wray Alisa A   Bennett Kathryn K   Boysen-Osborn Megan M   Wiechmann Warren W   Toohey Shannon S  

Journal of educational evaluation for health professions 20171211


<h4>Purpose</h4>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.<h4>Methods</h4>The study was a retrospective,  ...[more]

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