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J Educ Eval Health Prof. 2017;14(1):29. English. Original Article. https://doi.org/10.3352/jeehp.2017.14.29
Wray A , Bennett K , Boysen-Osborn M , Wiechmann W , Toohey S .
Department of Emergency Medicine, Irvine School of Medicine, University of California, Orange, CA, USA. awray@uci.edu
Irvine School of Medicine, University of California, Irvine, CA, USA.
Abstract

Purpose

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.

Methods

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.

Results

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.

Conclusion

Replacing 1 hour of didactic conference with asynchronous learning showed no negative impact on resident ITE scores.

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