Department of Emergency Medicine, George Washington University, Washington, DC 20037, USA.
Telemed J E Health. 2013 Mar;19(3):169-72. doi: 10.1089/tmj.2012.0119. Epub 2013 Jan 28.
Abstract Objective: To compare medical knowledge acquisition among emergency medicine (EM) residents who attend weekly core content lectures with those absent but asynchronously viewing the same lectures in a Web-based electronic platform.
During the study period all EM residents attending or absent from weekly educational conferences were given a quiz on the covered material. During Phase 1, absentees were not given supplemental educational content for missed lectures. During Phase 2, absentees were sent a link to an online multimedia module containing an audiovisual recording of the actual missed lecture with presentation slides. Scores between attendees and absentees during both phases were compared using a repeated-measures analysis to evaluate the effect of the supplemental online module on knowledge acquisition.
Thirty-nine EM residents (equally distributed in postgraduate years 1-4) were studied during a 15-week period. Overall and after adjusting for sex and postgraduate year level, both lecture attendance (b=27; 95% confidence interval, 22-32; p<0.0001) and Web-based learning (b=32; 95% confidence interval, 26-37; p<0.0001) were associated with significant increases in test scores compared with residents who were absent and not receiving supplemental Web-based learning. Neither the self-perceived level of mastery with the lecture topic nor the amount of reported reading was found to be a predictor of test scores.
In an EM residency program, asynchronous Web-based learning may result in medical knowledge acquisition similar to or better than attending traditional core content lectures. The percentage of curriculum delivery by asynchronous learning that may be used to achieve overall terminal learning objectives in medical knowledge acquisition requires further study.
比较参加每周核心内容讲座的急诊医学（EM）住院医师和通过基于网络的电子平台异步观看相同讲座的住院医师的医学知识获取情况。
在研究期间，所有参加或未参加每周教育会议的 EM 住院医师都接受了涵盖该材料的测验。在第 1 阶段，未参加的住院医师未获得错过的讲座的补充教育内容。在第 2 阶段，为错过的讲座的缺席者发送了一个链接，以访问包含实际错过的讲座的视听记录和演示幻灯片的在线多媒体模块。使用重复测量分析比较参与者和缺席者在两个阶段的分数，以评估补充在线模块对知识获取的影响。
在 15 周的时间里，对 39 名 EM 住院医师（按研究生年级 1-4 级平均分配）进行了研究。总体而言，并且在调整了性别和研究生年级水平后，讲座出勤（b=27；95%置信区间，22-32；p<0.0001）和基于网络的学习（b=32；95%置信区间，26-37；p<0.0001）与接受补充基于网络的学习的缺席和未接受补充基于网络的学习的住院医师相比，测试成绩显著提高。既没有自我感知的讲座主题掌握程度，也没有报告的阅读量被发现是测试成绩的预测因素。
在急诊医学住院医师培训计划中，异步基于网络的学习可能会导致与参加传统核心内容讲座相似或更好的医学知识获取。异步学习在实现医学知识获取的总体终端学习目标方面的课程交付百分比需要进一步研究。
