Walsh Daniel P, Wong Vanessa T, Mitchell John D
is Associate Residency Program Director in the Department of Anesthesia, Critical Care and Pain Medicine at Beth Israel Deaconess Medical Center, Boston, MA; Medical Director of the Intensive Care Unit at Beth Israel Deaconess Hospital-Plymouth, Plymouth, MA; and Instructor in Anesthesia at Harvard Medical School, Boston, MA. is Project Manager, Center for Education Research, Technology, and Innovation (CERTAIN) in the Department of Anesthesia, Critical Care and Pain Medicine at Beth Israel Deaconess Medical Center, Boston, MA. is Vice Chair for Academic Affairs in the Department of Anesthesiology, Pain Management and Perioperative Medicine at Henry Ford Health, Jackson, MI, and a Professor and Vice Chair in the Department of Anesthesiology at Michigan State University, East Lansing, MI.
J Educ Perioper Med. 2023 Jul 1;25(3):E713. doi: 10.46374/volxxv_issue3_Walsh. eCollection 2023 Jul-Sep.
High learner engagement is important for the success of asynchronous and online learning for graduate medical education. Medical trainees have recently reported using medical mobile apps. App-based interactions may provide more participation than email-based interactions. We sought to investigate (1) if there were higher levels of engagement with an online curriculum using notifications sent via email as compared with via text, and (2) if there were higher levels of engagement with the mobile app or website format.
We implemented an online Journal Club curriculum with weekly topics for anesthesiology residents (postgraduate years 2-4) from July 2020 to June 2021. Weekly notifications were sent to residents via email for weeks 1-10, text for weeks 11-20, then email for weeks 21-49. Based on activity logs, we compared (1) the weekly numbers of interactions when email notifications were sent with the weekly numbers of interactions when text notifications were sent, and (2) the weekly numbers of interactions via the app with the weekly numbers of interactions via the website.
Thirty-eight of the 54 anesthesiology residents in our department at the time of the study (70.4%) interacted with the online Journal Club at least once throughout the study. The weekly numbers of interactions with email notifications (median [interquartile range (IQR)]: 13 [7-28]) were significantly higher than with text notifications (median [IQR]: 6 [4-8]) ( = .023). The weekly numbers of interactions via the website (median [IQR]: 9 [4-24]) were significantly higher than via the app (median [IQR]: 0 [0-1]) ( < .001).
Although mobile technology may increase engagement and participation for some educational resources, learners may prefer accessing others through more conventional methods.
高学习者参与度对于毕业后医学教育的异步和在线学习的成功至关重要。医学实习生最近报告称使用医学移动应用程序。基于应用程序的互动可能比基于电子邮件的互动提供更多参与度。我们试图调查：（1）与通过短信发送通知相比，使用电子邮件发送通知时在线课程的参与度是否更高；（2）移动应用程序或网站格式的参与度是否更高。
我们在2020年7月至2021年6月为麻醉科住院医师（研究生2-4年级）实施了一个在线期刊俱乐部课程，每周有不同主题。第1-10周通过电子邮件向住院医师发送每周通知，第11-20周通过短信发送，然后第21-49周又通过电子邮件发送。根据活动日志，我们比较了：（1）发送电子邮件通知时的每周互动次数与发送短信通知时的每周互动次数；（2）通过应用程序的每周互动次数与通过网站的每周互动次数。
研究时我们科室54名麻醉科住院医师中有38名（70.4%）在整个研究过程中至少与在线期刊俱乐部互动过一次。电子邮件通知的每周互动次数（中位数[四分位间距（IQR）]：13[7-28]）显著高于短信通知（中位数[IQR]：6[4-8]）（P = 0.023）。通过网站的每周互动次数（中位数[IQR]：9[4-24]）显著高于通过应用程序的（中位数[IQR]：0[0-1]）（P < 0.001）。
尽管移动技术可能会提高对某些教育资源的参与度和参与程度，但学习者可能更喜欢通过更传统的方法访问其他资源。
