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Titulo Artículo:
Efficacy of an asynchronous electronic curriculum in emergency medicine education in the United States.
Resumen:
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.
Fecha de publicación:
2017.
Autores :
Bennett, Kathryn;
Wiechmann, Warren;
Toohey, Shannon;
Boysen-Osborn, Megan;
Wray, Alisa;
Autor corporativo:
Journal of educational evaluation for health professions,
Editores:
Biblioteca Virtual en Salud(BVS) ;
Signatura Topográfica:
29
Idioma:
Inglés
Páginas:
1
ISBN:
1975-5937
Existencias:
5
Palabras claves:
Curriculum
Emergency medicine
Graduate Medical Education
Retrospective Studies
Público objetivo:
Docentes
Educadores Medicos
Titulo Artículo:
Efficacy of an asynchronous electronic curriculum in emergency medicine education in the United States.
Resumen:
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.
Fecha de publicación:
2017.
Autores :
Bennett, Kathryn;
Wiechmann, Warren;
Toohey, Shannon;
Boysen-Osborn, Megan;
Wray, Alisa;
Autor corporativo:
Journal of educational evaluation for health professions,
Editores:
Biblioteca Virtual en Salud(BVS) ;
Signatura Topográfica:
29
Idioma:
Inglés
Páginas:
1
Existencias:
5
Palabras claves:
Curriculum
Emergency medicine
Graduate Medical Education
Retrospective Studies
Público objetivo:
Docentes
Educadores Medicos
Titulo Artículo:
Efficacy of an asynchronous electronic curriculum in emergency medicine education in the United States.
Resumen:
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.
Autores:
Bennett, Kathryn
,
Wiechmann, Warren
,
Toohey, Shannon
,
Boysen-Osborn, Megan
,
Wray, Alisa
,
.
Titulo Revista:
Journal of educational evaluation for health professions,
.
Numero:
29
Volumen:
14
Fecha de publicación:
2017.
Base de Datos Bibliográfica:
Biblioteca Virtual en Salud(BVS) ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
1
Página Final:
5
ISBN:
1975-5937
Palabras claves:
Curriculum
Emergency medicine
Graduate Medical Education
Retrospective Studies
Público objetivo:
Docentes
Educadores Medicos
Título Biblioteca Virtual en Salud(BVS) :
Efficacy of an asynchronous electronic curriculum in emergency medicine education in the United States.
Resumen:
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.
Autores :
Bennett, Kathryn;
Wiechmann, Warren;
Toohey, Shannon;
Boysen-Osborn, Megan;
Wray, Alisa;
Autor corporativo:
Journal of educational evaluation for health professions,
Fecha de publicación:
2017.
Tipo :
Biblioteca Virtual en Salud(BVS) .
Idioma:
Inglés
Palabras claves:
Curriculum
Emergency medicine
Graduate Medical Education
Retrospective Studies
Público objetivo:
Docentes
Educadores Medicos
Título Biblioteca Virtual en Salud(BVS) :
Efficacy of an asynchronous electronic curriculum in emergency medicine education in the United States.
Resumen:
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.
Autores :
Bennett, Kathryn;
Wiechmann, Warren;
Toohey, Shannon;
Boysen-Osborn, Megan;
Wray, Alisa;
Autor corporativo:
Journal of educational evaluation for health professions,
Fecha de publicación:
2017.
Paginas:
1.
ISBN:
1975-5937.
Idioma:
Inglés
Palabras claves:
Curriculum
Emergency medicine
Graduate Medical Education
Retrospective Studies
Público objetivo:
Docentes
Educadores Medicos
Titulo Artículo:
Efficacy of an asynchronous electronic curriculum in emergency medicine education in the United States.
Resumen:
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.
Fecha de publicación:
2017.
Autor corporativo:
Journal of educational evaluation for health professions,
.
Idioma:
Inglés
Palabras claves:
Curriculum
Emergency medicine
Graduate Medical Education
Retrospective Studies
Público objetivo:
Docentes
Educadores Medicos
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Hola, encontré este documento en la biblioteca especializada en Educación Médica de ASCOFAME :Bennett, Kathryn; Efficacy of an asynchronous electronic curriculum in emergency medicine education in the United States.(2017). Podras consultarlo en el Siguiente link: https://ascofame.org.co/biblioteca/detalle_documento.php?id=2313
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Bennett, Kathryn Wiechmann, Warren Toohey, Shannon Boysen-Osborn, Megan Wray, Alisa Bennett, Kathryn Wiechmann, Warren Toohey, Shannon Boysen-Osborn, Megan Wray, Alisa Efficacy of an asynchronous electronic curriculum in emergency medicine education in the United States.. 2017; 14Ed. 1.
