Alternatives to the Conference Status Quo: Addressing the Learning Needs of Emergency Medicine Residents

Gottlieb, Michael; Riddell, Jeff; Crager, Sara E.

doi:10.1016/j.annemergmed.2016.04.003

Cited by 20 publications

(27 citation statements)

References 45 publications

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“…Utilising web‐based learning material has several benefits. It allows for asynchronous delivery of information where interns are able to work through and review material at their own pace . It allows for better use of limited classroom educational time by allowing senior clinicians to focus on advanced topics rather than reviewing basic information .…”

Section: Discussionmentioning

confidence: 99%

“…It allows for asynchronous delivery of information where interns are able to work through and review material at their own pace. 7,22,23 It allows for better use of limited classroom educational time by allowing senior clinicians to focus on advanced topics rather than reviewing basic information. 9 It also allows classroom sessions to be more hands-on and involved as interns come into sessions with a better background knowledge from doing the web-based learning beforehand.…”

Section: Discussionmentioning

confidence: 99%

“…By doing web‐based learning prior to attending classroom sessions, classroom time can be spent on more advanced concepts, doing hands‐on activities, and addressing learners' specific needs rather than reviewing basic material . Web‐based learning is also well suited to ED shift work because it allows for the asynchronous delivery of learning material where interns can work through topics in their own time . There is also a growing body of evidence for the effectiveness and participant satisfaction with web‐based learning in medicine .…”

Section: Introductionmentioning

confidence: 99%

“…9,12 Web-based learning is also well suited to ED shift work because it allows for the asynchronous delivery of learning material where interns can work through topics in their own time. 7,12,22,23 There is also a growing body of evidence for the effectiveness and participant satisfaction with web-based learning in medicine. 7,12,14,[24][25][26][27][28] What needs further study is whether a blendedcurriculum that incorporates webbased material into classroom learning is more effective than classroom-only learning for emergency medicine education.…”

Section: Introductionmentioning

confidence: 99%

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Enhancing intern emergency medicine education using a combined didactic and web‐based learning curriculum: The EDGE programme

Windish

Stuart

Cruz

et al. 2019

Emerg Medicine Australasia

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Objective To assess the effectiveness of an education programme that integrates web‐based learning into classroom sessions. Methods This prospective study involved a convenience sample of ED interns rotating at two study site hospitals between April 2015 and January 2017. Interns undertook weekly ED classroom‐based education and were given access to a web‐based learning resource with completion being voluntary. To assess change in medical knowledge multiple choice examinations were administered during week 1 and week 10 of the term. The study's primary end‐point was the effect of the web‐based resource on participants' knowledge. The median % of online modules completed by participants (75%) was used as a cut‐off to create two groups. The % improvement between the test scores at week 1 and week 10 of each group were then compared. Intern satisfaction with the programme was also assessed using a satisfaction survey. Results The average examination score for all participants was significantly higher at week 10 than week 1 (80% vs 68%; P < 0.001). The primary end‐point, % improvement between the week 1 and week 10 scores of those that completed ≤75% of web‐based modules (mean 16%; 95% CI 12–20%) and those that completed >75% of web‐based modules (mean 27%; 95% CI 20–34%), showed a statistically significant difference (P = 0.03). Interns surveyed were also highly satisfied with programme. Conclusions This blended curriculum that integrates a web‐based resource into classroom learning shows promise in enhancing intern emergency medicine education.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Enhancing intern emergency medicine education using a combined didactic and web‐based learning curriculum: The EDGE programme

Windish

Stuart

Cruz

et al. 2019

Emerg Medicine Australasia

View full text Add to dashboard Cite

show abstract

“…The traditional model for delivering core content is lecture-based weekly conference; however, a growing body of literature finds this format less effective and less appealing than alternatives 2–6. As a result, some training programs have introduced new teaching methods such as shorter and more interactive lectures, small group sessions, and web-based asynchronous components 7,8. These advances herald the adaptation of conference design to meet the challenges of educating today’s millennial learners who have “little desire to read long texts,”9 value appropriate usage of technology, and seek interactive learning opportunities 10,11…”

Section: Introductionmentioning

confidence: 99%

A Needs Assessment for a Longitudinal Emergency Medicine Intern Curriculum

Shappell

Ahn

2017

WestJEM

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IntroductionA key task of emergency medicine (EM) training programs is to develop a consistent knowledge of core content in recruits with heterogeneous training backgrounds. The traditional model for delivering core content is lecture-based weekly conference; however, a growing body of literature finds this format less effective and less appealing than alternatives. We sought to address this challenge by conducting a needs assessment for a longitudinal intern curriculum for millennial learners.MethodsWe surveyed all residents from the six EM programs in the greater Chicago area regarding the concept, format, and scope of a longitudinal intern curriculum.ResultsWe received 153 responses from the 300 residents surveyed (51% response rate). The majority of respondents (80%; 82% of interns) agreed or strongly agreed that a dedicated intern curriculum would add value to residency education. The most positively rated teaching method was simulation sessions (91% positive responses), followed by dedicated weekly conference time (75% positive responses) and dedicated asynchronous resources (71% positive responses). Less than half of respondents (47%; 26% of interns) supported use of textbook readings in the curriculum.ConclusionThere is strong learner interest in a longitudinal intern curriculum. This needs assessment can serve to inform the development of a universal intern curriculum targeting the millennial generation.

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Five Tips for Building a Successful Didactic Talk

Steinberg

Franzen

2019

AEM Education and Training

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Alternatives to the Conference Status Quo: Addressing the Learning Needs of Emergency Medicine Residents

Cited by 20 publications

References 45 publications

Enhancing intern emergency medicine education using a combined didactic and web‐based learning curriculum: The EDGE programme

Enhancing intern emergency medicine education using a combined didactic and web‐based learning curriculum: The EDGE programme

A Needs Assessment for a Longitudinal Emergency Medicine Intern Curriculum

Five Tips for Building a Successful Didactic Talk

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