Embedding Medical Student Computer Tutorials into a Busy Emergency Department

Pusic, Martin; Pachev, George; MacDonald, Wendy A.

doi:10.1111/j.1553-2712.2007.tb01758.x

Cited by 10 publications

(9 citation statements)

References 29 publications

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“…Asynchronous e‐learning for medical students has been used to replace or complement didactic teaching in EM with relative improvements in learning . In previous studies, trainees have shown a preference for computerized learning, and asynchronous e‐learning is a promising way to allow for nonlinear and customized teaching . Among our included study participants, use of asynchronous e‐learning resulted in a 15% increase in test scores, and there is an association between increased module usage and increased knowledge.…”

Section: Discussionmentioning

confidence: 87%

“…Our findings are consistent with previous studies evaluating the use of asynchronous e‐learning in single institutions to augment trainee knowledge. Asynchronous e‐learning for medical students has been used to replace or complement didactic teaching in EM with relative improvements in learning . In previous studies, trainees have shown a preference for computerized learning, and asynchronous e‐learning is a promising way to allow for nonlinear and customized teaching .…”

Section: Discussionmentioning

confidence: 99%

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Pediatric Emergency Medicine Asynchronous E-learning: A Multicenter Randomized Controlled Solomon Four-group Study

et al. 2014

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Objectives: Asynchronous e-learning allows for targeted teaching, particularly advantageous when bedside and didactic education is insufficient. An asynchronous e-learning curriculum has not been studied across multiple centers in the context of a clinical rotation. We hypothesize that an asynchronous e-learning curriculum during the pediatric emergency medicine (EM) rotation improves medical knowledge among residents and students across multiple participating centers.Methods: Trainees on pediatric EM rotations at four large pediatric centers from 2012 to 2013 were randomized in a Solomon four-group design. The experimental arms received an asynchronous e-learning curriculum consisting of nine Web-based, interactive, peer-reviewed Flash/HTML5 modules. Postrotation testing and in-training examination (ITE) scores quantified improvements in knowledge. A 2 9 2 analysis of covariance (ANCOVA) tested interaction and main effects, and Pearson's correlation tested associations between module usage, scores, and ITE scores.Results: A total of 256 of 458 participants completed all study elements; 104 had access to asynchronous e-learning modules, and 152 were controls who used the current education standards. No pretest sensitization was found (p = 0.75). Use of asynchronous e-learning modules was associated with an improvement in posttest scores (p < 0.001), from a mean score of 18.45 (95% confidence interval [CI] = 17.92 to 18.98) to 21.30 (95% CI = 20.69 to 21.91), a large effect (partial g 2 = 0.19). Posttest scores correlated with ITE scores (r 2 = 0.14, p < 0.001) among pediatric residents.Conclusions: Asynchronous e-learning is an effective educational tool to improve knowledge in a clinical rotation. Web-based asynchronous e-learning is a promising modality to standardize education among multiple institutions with common curricula, particularly in clinical rotations where scheduling difficulties, seasonality, and variable experiences limit in-hospital learning.ACADEMIC EMERGENCY MEDICINE 2014;21:912-919

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Section: Discussionmentioning

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Pediatric Emergency Medicine Asynchronous E-learning: A Multicenter Randomized Controlled Solomon Four-group Study

et al. 2014

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“…One study [75] was reclassified as mLearning because lectures were viewed on an iPod [75], and was therefore excluded from this systematic review. Eleven studies [74,76–84] were excluded during the data extraction phase because they met 1 or more of the exclusion criteria. Four studies [77,78,83,85] of these were published before 2000.…”

Section: Resultsmentioning

confidence: 99%

“…Four studies [77,78,83,85] of these were published before 2000. Five studies [79–82,84] were excluded because the study design was not a parallel or cRCT. One study was excluded as the participants were not undergraduate students [76].…”

Section: Resultsmentioning

confidence: 99%

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Offline eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction

Rasmussen¹,

Belisario²,

Wark³

et al. 2014

J Glob Health

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BackgroundThe world is short of 7.2 million health-care workers and this figure is growing. The shortage of teachers is even greater, which limits traditional education modes. eLearning may help overcome this training need. Offline eLearning is useful in remote and resource-limited settings with poor internet access. To inform investments in offline eLearning, we need to establish its effectiveness in terms of gaining knowledge and skills, students' satisfaction and attitudes towards eLearning.

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Obstacles to Teaching in the Emergency Department

Duong

Choo

Tabas

2012

Practical Teaching in Emergency Medicine

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Embedding Medical Student Computer Tutorials into a Busy Emergency Department

Abstract: Medical students on rotation in a busy clinical setting can and will use appropriately presented computer tutorials. The tutorials are effective in raising examination scores.

Cited by 10 publications

References 29 publications

Pediatric Emergency Medicine Asynchronous E-learning: A Multicenter Randomized Controlled Solomon Four-group Study

Pediatric Emergency Medicine Asynchronous E-learning: A Multicenter Randomized Controlled Solomon Four-group Study

Offline eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction

Obstacles to Teaching in the Emergency Department

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