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J Educ Eval Health Prof > Epub ahead of print
J Educ Eval Health Prof. 2017; 14: 29.
Published online December 11, 2017.
[Epub ahead of print]
Efficacy of an asynchronous electronic curriculum in emergency medicine education in the United States
Alisa Wray1  , Kathryn Bennett2  , Megan Boysen-Osborn1  , Warren Wiechmann1  , Shannon Toohey1 
1University of California, Irvine School of Medicine, Department of Emergency Medicine, Orange, CA, USA
2University of California, Irvine, School of Medicine, Irvine, CA, USA
Correspondence  Alisa Wray ,Email:
Editor:  Sun Huh, Hallym University, Korea
Submitted: November 15, 2017  Accepted after revision: December 8, 2017
The aim of this study was to measure the effect of an iPad-based asynchronous curriculum on emergency medicine (EM) resident performance on the in-training exam (ITE). We hypothesized that the implementation of an asynchronous curriculum (replacing one hour of weekly didactic time) would result in non-inferior ITE scores compared to those scores from historical residents who had participated in the traditional five-hour weekly didactic curriculum.
The study was a retrospective, non-inferiority, cohort study. We compared ITE scores from 2012 and 2013, when there were five weekly hours of didactic content, with scores from 2014 and 2015, when one hour of conference was replaced with asynchronous content. Examination results were compared using a non-inferiority data analysis with a 10% margin of difference.
Using a non-inferiority test with a 95% confidence interval, there was no difference between the two groups (before and after implementation of asynchronous learning) as the confidence interval for the change of the ITE was -3.5 to 2.3 and the non-inferiority margin of 10% is 7.8 points.
Replacing one hour of didactic conference with asynchronous learning showed no negative impact on resident ITE scores.
Keywords: Asynchronous learning, emergency medicine, curriculum, graduate medical education
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