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

Abstract

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.

Exploring the Impact of Pre-course High-Fidelity Simulation on Professional Socialization of Medical Students in Emergency Medicine Internship Rotation—A Qualitative Approach

“…There were tensions in students' perceptions of the current learning opportunities provided to them such as procedural tasks and their expectations of the opportunities that could help them apply their prior knowledge into practice; thus, gradually develop their clinical skills and competencies. Our results corroborate with previous findings that report that the clinical knowledge and skills acquisition that happens during internship rotation falls short of students' expectations ( 3 , 6 , 7 , 9 , 41 ). However, unlike previous studies, our results also bring new insights about the creative ways students use to find opportunities for participating.…”

“…While internship rotation curriculum remains a timely and cost-effective way to present a general overview of each specialty and introduce students to the different medical specialties (4), its effectiveness in providing interns with adequate meaningful learning opportunities to meet their learning requirements has been subjected to scrutiny (2,5). The major concern for scholars has been how to enhance students' learning experiences during block clinical rotation (2,(5)(6)(7)(8)(9). A growing body of research indicates that poor understanding of the work environment, culture and practices of each specialty within the short-period of block internship rotation limits students' opportunities for meaningful interaction with members of the community of practice (6,10,11).…”

“…However, learning in such a busy environment with high uncertainty has its challenges ( 32 ). Literature indicates that medical students do not have adequate patient encounters in their EM rotation or interactions with supervisors ( 9 , 33 , 34 ). This indicates other forms of non-clinical teaching is needed to supplement EM internship rotation ( 2 , 33 ), especially simulation related learning ( 4 ).…”

“…Results on the role played by simulation in enhancing or marring those experiences contribute to creating an understanding of how we can use simulation as an orientation tool to prepare students to maximize their learning experiences even in complex, multidisciplinary specialties that require broad range of skills like the EM. Such specialties are widely known for being difficult for medical students to transition into during internship rotation ( 9 , 33 ). The study addressed the following research questions:…”

Impact of a Focused Online Teaching Module on Airway Intervention: Can an Online Teaching Module Enable Knowledge Acquisition and Increased Confidence in Airway Management?

“…In WBL, the learner utilizes various multimedia for additional self-guided education, as opposed to traditional methods such as didactic lectures and primary textbooks. 4,[6][7][8] Learners find higher satisfaction with WBL asynchronous learning, often citing flexibility as a major advantage. [9][10][11] As the use of WBL expands into various medical specialties, one type of WBL that can be difficult to implement in multimedia format is teaching procedural skills.…”