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

Abstract

PurposeThe 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.MethodsThe 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.ResultsUsing 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.ConclusionReplacing 1 hour of didactic conference with asynchronous learning showed no negative impact on resident ITE scores.

Pediatric Resident Engagement With an Online Critical Care Curriculum During the Intensive Care Rotation*

“…Although we have no reason to suspect differences in resident roles or workload between the sites, we did not directly assess this either. Curricular length has also been described as a barrier to curriculum completion ( 19 , 20 ); however, we observed higher completion rates by residents at the site with the longer curriculum.…”

Individualized Interactive Instruction: A Guide to Best Practices from the Council of Emergency Medicine Residency Directors

“…Residents were required to complete these modules, and their progress was monitored in addition to ITE scores. The group found that despite the decrease in traditional conference hours, time now allotted to III, there was no negative impact on resident ITE scores 28…”

Planning Engaging, Remote, Synchronous Didactics in the COVID-19 Pandemic Era

“…Much of the success of asynchronous learning comes from an individual’s ability to work at their own pace and in accordance with their own schedule [ 21 , 22 ]. Synchronous didactics are often face-to-face meetings that require interactions, cooperation among groups, and responses to social cues that can present unique challenges during remote meetings.…”