E-mail amplification of a mock code teaching round.
To determine whether e-mail could be used to supplement a teaching round, we implemented the following educational intervention: each Monday, a mock code was presented. Two e-mails were then sent the same day to all residents. One summarized the main teaching points whereas the second solicited discussion. Each Friday, a third e-mail was sent that summarized the discussion. We collected all e-mails and surveyed the residents. Fifteen of 18 residents completed the questionnaire; two were not participants in the e-round. Forty percent (7/15) of the residents attended fewer than half of the mock codes but most participants (10/13) reported reading >95% of the e-mails. A majority reported storing (11/13), printing (7/13), and reading e-mails a second time (12/13). Seven of 13 reported learning as much or more from the e-mails as from the mock code itself. We conclude that e-mail can increase learning from a traditional mock code teaching round.
Department of Medical Informatics, Columbia University, New York, New York 10032-3270, USA.
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Pusic
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Taylor
D003195:Computer Communication Networks; D004635:Emergency Medicine / Q000193:education*; D006801:Humans; D007396:Internship and Residency; D013663:Teaching / Q000379:methods*