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

Abstract

Purpose: The 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.

Methods: The 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.

Results: Using 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.

Conclusion: Replacing 1 hour of didactic conference with asynchronous learning showed no negative impact on resident ITE scores.

Keywords: Curriculum; Emergency medicine; Graduate medical education; Retrospective studies; United States.

Fig. 1.

Individualized interactive instruction, as defined by the Accreditation Council for Graduate Medical Education. From Accreditation Council for Graduate Medical Education. Frequently asked questions: emergency medicine [Internet]. Chicago (IL): Accreditation Council for Graduate Medical Education; 2017 [cited 2017 Oct 23]. Available from: https://www.acgme.org/Portals/0/PDFs/FAQ/110_emergency_medicine_ FAQs_2017-07-01.pdf [8].