Asynchronous vs didactic education: it’s too early to throw in the towel on tradition

Abstract

BackgroundAsynchronous, computer based instruction is cost effective, allows self-directed pacing and review, and addresses preferences of millennial learners. Current research suggests there is no significant difference in learning compared to traditional classroom instruction. Data are limited for novice learners in emergency medicine. The objective of this study was to compare asynchronous, computer-based instruction with traditional didactics for senior medical students during a week-long intensive course in acute care. We hypothesized both modalities would be equivalent.MethodsThis was a prospective observational quasi-experimental study of 4th year medical students who were novice learners with minimal prior exposure to curricular elements. We assessed baseline knowledge with an objective pre-test. The curriculum was delivered in either traditional lecture format (shock, acute abdomen, dyspnea, field trauma) or via asynchronous, computer-based modules (chest pain, EKG interpretation, pain management, trauma). An interactive review covering all topics was followed by a post-test. Knowledge retention was measured after 10 weeks. Pre and post-test items were written by a panel of medical educators and validated with a reference group of learners. Mean scores were analyzed using dependent t-test and attitudes were assessed by a 5-point Likert scale.Results44 of 48 students completed the protocol. Students initially acquired more knowledge from didactic education as demonstrated by mean gain scores (didactic: 28.39% ± 18.06; asynchronous 9.93% ± 23.22). Mean difference between didactic and asynchronous = 18.45% with 95% CI [10.40 to 26.50]; p = 0.0001. Retention testing demonstrated similar knowledge attrition: mean gain scores −14.94% (didactic); -17.61% (asynchronous), which was not significantly different: 2.68% ± 20.85, 95% CI [−3.66 to 9.02], p = 0.399. The attitudinal survey revealed that 60.4% of students believed the asynchronous modules were educational and 95.8% enjoyed the flexibility of the method. 39.6% of students preferred asynchronous education for required didactics; 37.5% were neutral; 23% preferred traditional lectures.ConclusionsAsynchronous, computer-based instruction was not equivalent to traditional didactics for novice learners of acute care topics. Interactive, standard didactic education was valuable. Retention rates were similar between instructional methods. Students had mixed attitudes toward asynchronous learning but enjoyed the flexibility. We urge caution in trading in traditional didactic lectures in favor of asynchronous education for novice learners in acute care.

The Medical Education of Generation Y

“…More research looking into ways to take advantage of the Generation Y learning style in our fast-growing environment of technology will be valuable. We may find that some areas of learning still require traditional methods [25].…”

Dual Learning in an Emergency Medicine Clerkship Improves Student Performance

“…In the current study, we found that combining clinical learning with instructor-moderated case-based conferences improved learning outcomes. Novice learners may have unique needs and may not be able to extrapolate material they have read in a self-directed fashion, despite exposure to similar cases in the clinical setting, even with bedside teaching (19). It may be better to have an expert emphasize and explore content that has been seen in readings and the clinical setting with targeted small group didactics that allow for clarification of core concepts, applied in clinical situations, but without the pressure and interruptions that are inherent in the ED.…”

Perception of students and teachers of a good lecture: A questionnaire-based cross-sectional study in a tertiary care teaching hospital

“…In the recent past, computer-based teaching has gained momentum as an alternative, but it requires a substantial amount of resources, a complex plan of implementation as well as monitoring of the method. [12] Many research studies regarding recently introduced asynchronous, computer-based learning which claims to offer advantage of being flexible, student-centered and improved utilization of resources, have failed to find any significant advantage over traditional classroom-based teaching. [13,14] Hence, didactic lectures still remain popular mode of teaching.…”