The University of Texas Health Science Center-San Antonio, Department of Emergency Medicine, San Antonio, Texas.
West J Emerg Med. 2019 Jan;20(1):6-8. doi: 10.5811/westjem.2018.10.39829. Epub 2018 Nov 30.
Now widespread in emergency medicine (EM) residency programs, asynchronous curriculum (AC) moves education outside of classic classrooms. Our program's prior AC had residents learning in isolation, achieving completion via quizzes before advancing without the benefit of deliberate knowledge reinforcement. We sought to increase engagement and spaced repetition by creating a social AC using gamification.
We created a website featuring monthly options from textbooks and open-access medical education. Residents selected four hours of material, and then submitted learning points. Using these learning points, trivia competitions were created. Residents competed in teams as "houses" during didactic conference, allowing for spaced repetition. Residents who were late in completing AC assignments caused their "house" to lose points, thus encouraging timely completion.
Completion rates prior to deadline are now >95% compared to ~30% before intervention. Surveys show increased AC enjoyment with residents deeming it more valuable clinically and for EM board preparation.
Socially synchronized AC offers a previously undescribed method of increasing resident engagement via gamification.
异步课程（AC）现在在急诊医学（EM）住院医师培训计划中广泛应用，它将教育从传统课堂中转移出来。我们之前的 AC 课程让住院医师在孤立的环境中学习，通过在没有刻意强化知识的情况下完成测验来完成课程。我们试图通过使用游戏化来创建一个社交 AC，从而增加参与度和间隔重复。
我们创建了一个网站，其中包含教科书和开放获取医学教育的每月选项。住院医师选择四个小时的材料，然后提交学习要点。使用这些学习要点，我们创建了琐事竞赛。住院医师在理论会议期间以“房子”为单位进行团队竞赛，从而实现间隔重复。未能按时完成 AC 作业的住院医师会导致他们的“房子”失去分数，从而鼓励他们按时完成。
现在，在截止日期前完成率>95%，而干预前约为 30%。调查显示，AC 的参与度有所提高，住院医师认为它在临床上和 EM 委员会准备方面更有价值。
社交同步 AC 通过游戏化提供了一种以前未描述的方法，可以提高住院医师的参与度。
