Messman Anne M, Ehrman Robert R, Gruppen Larry D
Department of Emergency Medicine Wayne State University School of Medicine Detroit MI USA.
and the Department of Learning Health Sciences University of Michigan Medical School Ann Arbor MI USA.
AEM Educ Train. 2020 Nov 21;5(3):e10553. doi: 10.1002/aet2.10553. eCollection 2021 Jul.
The usage of asynchronous resources such as blogs and podcasts is pervasive in academic medicine, despite little understanding of their actual effect on learner knowledge acquisition. This study sought to examine the objective effect of a blog post on knowledge acquisition and application among junior faculty in emergency medicine (EM) via randomized controlled study.
All accredited EM residency programs in the United States and Canada were contacted to identify assistant and associate program directors and medical education fellows for recruitment into this study. Upon enrollment, participants were randomized as to whether they received access to a supplemental blog post prior to listening to a podcast episode. After listening to the podcast episode, all participants completed an assessment that included a test of knowledge application and knowledge acquisition; demographic information was also obtained.
Ultimately, 103 participants completed the study; the study closed for enrollment in July 2019. Data were nonnormally distributed and groups were compared using the Wilcoxon rank-sum test. There were no significant differences between the demographics of the two groups nor was there a significant difference in knowledge between the two groups.
The addition of a supplementary blog post did not increase junior faculty knowledge of a podcast episode.
尽管对博客和播客等异步资源对学习者知识获取的实际效果了解甚少，但它们在医学学术领域的使用却很普遍。本研究旨在通过随机对照研究，检验一篇博客文章对急诊医学（EM）初级教员知识获取和应用的客观影响。
联系了美国和加拿大所有获得认证的急诊医学住院医师培训项目，以确定项目助理主任、副主任以及医学教育研究员，招募他们参与本研究。入选后，参与者被随机分为两组，一组在收听播客节目之前可以访问一篇补充博客文章，另一组则不能。听完播客节目后，所有参与者都完成了一项评估，包括知识应用测试和知识获取测试；同时还收集了人口统计学信息。
最终，103名参与者完成了研究；该研究于2019年7月结束招募。数据呈非正态分布，使用Wilcoxon秩和检验对两组进行比较。两组的人口统计学特征之间没有显著差异，两组在知识方面也没有显著差异。
添加补充博客文章并没有增加初级教员对播客节目的知识掌握。
