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Related Experiment Video

Updated: May 14, 2026

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

Asynchronous web-based learning, a practical method to enhance teaching in emergency medicine.

Ali Pourmand1, Raymond Lucas, Mehdi Nouraie

  • 1Department of Emergency Medicine, George Washington University, Washington, DC 20037, USA. apourmand@mfa.gwu.edu

Telemedicine Journal and E-Health : the Official Journal of the American Telemedicine Association
|January 30, 2013
PubMed
Summary
This summary is machine-generated.

Emergency medicine residents achieved similar or better knowledge acquisition through asynchronous web-based learning compared to traditional lectures. This highlights the potential of online modules for medical education.

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Area of Science:

  • Medical Education
  • Emergency Medicine Training

Background:

  • Traditional core content lectures are a cornerstone of emergency medicine residency education.
  • Assessing knowledge acquisition methods is crucial for optimizing resident learning.

Purpose of the Study:

  • To compare medical knowledge acquisition in emergency medicine residents between attending live lectures and asynchronously viewing them online.
  • To evaluate the impact of a supplemental online module on knowledge retention.

Main Methods:

  • A 15-week study involving 39 emergency medicine residents across postgraduate years 1-4.
  • Residents were divided into groups attending lectures, absent without online access, and absent with online access to recorded lectures and slides.
  • Knowledge acquisition was measured via quizzes, with scores compared using repeated-measures analysis.

Main Results:

  • Both lecture attendance and asynchronous web-based learning were significantly associated with increased test scores compared to absence without online resources.
  • Asynchronous web-based learning showed a notable association with higher test scores, suggesting comparable or superior knowledge acquisition.
  • Self-perceived mastery and reported reading were not significant predictors of test scores.

Conclusions:

  • Asynchronous web-based learning can facilitate medical knowledge acquisition comparable to or exceeding traditional lectures in emergency medicine residency.
  • Further research is needed to determine the optimal percentage of curriculum delivery via asynchronous learning for achieving educational objectives.