Wray Alisa, Bennett Kathryn, Boysen-Osborn Megan, Wiechmann Warren, Toohey Shannon
Department of Emergency Medicine, Irvine School of Medicine, University of California, Orange, CA, USA.
Irvine School of Medicine, University of California, Irvine, CA, USA.
J Educ Eval Health Prof. 2017 Dec 11;14:29. doi: 10.3352/jeehp.2017.14.29. eCollection 2017.
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.
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.
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.
Replacing 1 hour of didactic conference with asynchronous learning showed no negative impact on resident ITE scores.
本研究旨在评估基于iPad的异步课程对急诊医学住院医师在职培训考试（ITE）成绩的影响。我们假设，实施异步课程（取代每周1小时的理论授课时间）与参加传统每周5小时理论授课课程的住院医师历史成绩相比，ITE成绩不会更低。
本研究为回顾性非劣效性研究，在加州大学欧文分校急诊医学住院医师培训项目中开展。我们比较了2012年和2013年（每周有5小时理论授课内容）与2014年和2015年（1小时的研讨会被异步内容取代）的ITE成绩。使用非劣效性数据分析方法比较考试结果，差异幅度为10%。
采用95%置信区间的非劣效性检验，两组（异步学习实施前后）之间没有差异，因为ITE成绩变化的置信区间为-3.5至2.3分，而10%的非劣效性幅度为7.8分。
用异步学习取代1小时的理论研讨会对住院医师的ITE成绩没有负面影响。
