Asynchronous learning: student utilization out of sync with their preference

Lew, Edward K.; Nordquist, Erik K.

doi:10.3402/meo.v21.30587

Cited by 39 publications

(49 citation statements)

References 14 publications

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“…Similar to prior years, the most common study populations were medical students (21/75; 28%) and residents (48/75; 64%) . Interestingly, this year only one study addressing medical students was highlighted for excellence, in contrast to prior years.…”

Section: Discussionmentioning

confidence: 92%

“…Three of these studies with an experimental design were highlighted . There was a decline in the number of observational studies (35/75; 47%), compared to 2015 (36/61; 59%), but an increase in the number of studies using survey methodology (19/75; 25%) in 2016 compared to 10 of 61, 16% in 2015, and 0% in 2014. It should be noted that all survey studies in this review drew data from participants from multiple institutions per the predetermined selection criteria.…”

Section: Discussionmentioning

confidence: 99%

“…Several prominent topics of study in 2016 were similar to 2015, including technology, simulation, and assessment . Although still a common topic, the frequency of assessment dropped off substantially from 66% of articles in 2015 to 29% in 2016.…”

Section: Discussionmentioning

confidence: 99%

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Critical Appraisal of Emergency Medicine Educational Research: The Best Publications of 2016

Dubosh

Jordan

Yarris

et al. 2018

AEM Education and Training

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Objectives: The objectives were to critically appraise the emergency medicine (EM) medical education literature published in 2016 and review the highest-quality quantitative and qualitative studies. Methods: A search of the English language literature in 2016 querying MEDLINE, Scopus, Education ResourcesInformation Center (ERIC), and PsychInfo identified 510 papers related to medical education in EM. Two reviewers independently screened all of the publications using previously established exclusion criteria. The 25 top-scoring quantitative studies based on methodology and all six qualitative studies were scored by all reviewers using selected scoring criteria that have been adapted from previous installments. The top-scoring articles were highlighted and trends in medical education research were described.

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Section: Discussionmentioning

confidence: 92%

Section: Discussionmentioning

confidence: 99%

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Critical Appraisal of Emergency Medicine Educational Research: The Best Publications of 2016

Dubosh

Jordan

Yarris

et al. 2018

AEM Education and Training

View full text Add to dashboard Cite

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“…internet-delivered CHPE norms (47)(48)(49). Another reason for lower completion rates might also be less predictable clinical schedules for certain specialists.…”

Section: Discussionmentioning

confidence: 99%

A multi-year retrospective quantitative implementation evaluation of Safer Opioid Prescribing, an opioid prescribing continuing education program for Canadian healthcare providers

Sud

Doukas

Hodgson

et al. 2020

Preprint

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Background: Continuing health professions education is considered an important policy intervention for the opioid epidemic. Besides examining effectiveness or impact, it is important to also study health policy implementation to understand how an intervention was delivered within complex policy and practice environments. Implementation outcomes can be used to help interpret continuing health profession education effects and impacts, help answer questions of “how” and “why” programs work, and inform transferability.Methods: We conducted a retrospective quantitative implementation evaluation of the 2014–2017 cohort of Safer Opioid Prescribing, a Canadian continuing health professions education program consisting of three synchronous webinars and in-person workshop. To measure reach and dose, we examined participation and completion data. We used Ontario physician demographic data, including regulatory status with respect to narcotics to examine relevant trends. To measure fidelity and participant responsiveness, we analyzed participant-provided evaluations of bias, active learning and relevance to practice. We used descriptive statistics and measures of association for both continuous and categorical variables. We used logistic regression to determine predictors of workshop participation and analysis of covariance to examine variation in satisfaction across different-sized sessions.Results: Eighty four percent of participants were family physicians with representative reach to non-major urban physicians. Webinar completion rate was 86.2% with no differences in completion based on rurality, gender or status with the regulatory college. Participants who had regulatory involvement with respect to opioids were more likely to be male, have been in practice for longer and participate in the workshop. Participants reported no significant bias and highly rated both active learning and relevance to practice regardless of their cohort size.Conclusions: This evaluation demonstrates that Safer Opioid Prescribing was implemented as intended. Over a short period and without any external funding, the program reached more than 1% of the Ontario physician workforce. This suggests that Safer Opioid Prescribing is a good model for using virtual continuing health professions education to reach a critical mass of prescribers to drive population level opioid utilization changes. This study represents a methodological advance of adapting evaluation methods from health policy and complex interventions for continuing health professions education.

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“…Educators in the PED have started utilizing asynchronous e‐learning strategies using Web modules and more recently podcasts . These delivery modalities are frequently cited by learners as preferred but often show poor participation rates when integrated into the learner curriculum …”

mentioning

confidence: 99%

Application of Frequent, Spaced Multiple‐choice Questions as an Educational Tool in the Pediatric Emergency Department

Rustici

Wang

Dorney

et al. 2019

AEM Education and Training

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Objectives:The objective was to assess the feasibility of using spaced multiple-choice questions (MCQs) to teach residents during their pediatric emergency department (PED) rotation and determine whether this teaching improves knowledge retention about pediatric rashes.Methods: Residents rotating in the PED from four sites were randomized to four groups: pretest and intervention, pretest and no intervention, no pretest and intervention, and no pretest and no intervention. Residents in intervention groups were automatically e-mailed quizlets with two MCQs every other day over 4 weeks (20 questions total) via an automated e-mail service with answers e-mailed 2 days later. Retention of knowledge was assessed 70 days after enrollment with a posttest of 20 unique, content-matched questions.Results: Between August 2015 and November 2016, a total 234 residents were enrolled. The completion rate of individual quizlets ranged from 93% on the first and 76% on the 10th quizlet. Sixty-six residents (55%) completed all 10 quizlets. One-hundred seventy-three residents (74%) completed the posttest. There was no difference in posttest scores between residents who received a pretest (61.0% AE 14.5%) and those who did not (64.6% AE 14.0%; mean difference = -3.7, 95% confidence interval [CI] = -8.0 to 0. 6) nor between residents who received the intervention (64.5% AE 13.3%) and those who did not receive the intervention (61.2% AE 15.2%; mean difference = 3.2, 95% CI = -1.1 to 7.5). For those who received a pretest, scores improved from the pretest to the posttest (46.4% vs. 60.1%, respectively; 95% CI = 9.7 to 19.5). Conclusion:Providing spaced MCQs every other day to residents rotating through the PED is a feasible teaching tool with a high participation rate. There was no difference in posttest scores regardless of pretest or intervention. Repeated exposure to the same MCQs and an increase in the number of questions sent to residents may increase the impact of this educational strategy.From the

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Asynchronous learning: student utilization out of sync with their preference

Cited by 39 publications

References 14 publications

Critical Appraisal of Emergency Medicine Educational Research: The Best Publications of 2016

Critical Appraisal of Emergency Medicine Educational Research: The Best Publications of 2016

A multi-year retrospective quantitative implementation evaluation of Safer Opioid Prescribing, an opioid prescribing continuing education program for Canadian healthcare providers

Application of Frequent, Spaced Multiple‐choice Questions as an Educational Tool in the Pediatric Emergency Department

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