Asynchronous learning: student utilization out of sync with their preference.
BACKGROUND
Asynchronous learning is gaining popularity. Data are limited regarding this learning method in medical students rotating in emergency medicine (EM). In EM, faculty time is limited to give in-person lectures. The authors sought to create an online curriculum that students could utilize as an additional learning modality.


OBJECTIVE
The goal was to evaluate effectiveness, participation, and preference for this mode of learning.


METHODS
We developed five online, narrated PowerPoint presentations. After orientation, access to the online curriculum was provided to the students, which they could review at their leisure.


RESULTS
One hundred and seven fourth-year medical students participated. They reported the curriculum to be of high quality. Pretest scores were similar for those that viewed all lectures - compliant group (CG) (9.5 [CI 4.8-14.1]) and those that did not view any - non-compliant group (NCG) (9.6 [CI 5.9-13.4]). There was no statistical significant difference in posttest scores between the groups although there was improvement overall: CG 14.6 (CI 6.9-22.1); NCG 11.4 (CI 5.7-17.1). A majority (69.2%) favored inclusion of asynchronous learning, but less than a quarter (22.4%) reported viewing all five modules and more than a third (36.4%) viewed none.


CONCLUSIONS
Despite student-expressed preference for an online curriculum, they used the online resource less than expected. This should give pause to educators looking to convert core EM topics to an online format. However, when high-quality online lectures are utilized as a learning tool, this study demonstrates that they had neither a positive nor a negative impact on test scores.
Department of Emergency Medicine, Stanford University, Stanford, CA, USA; elew@stanford.edu.
Edward K
EK
Lew
Department of Emergency Medicine, John H. Stroger, Jr. Hospital of Cook County, Chicago, IL, USA.
Erik K
EK
Nordquist
D020375:Education, Distance / Q000706:statistics & numerical data*; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004635:Emergency Medicine / Q000193:education*; D006801:Humans; D020407:Internet; D007858:Learning; D013337:Students, Medical / Q000523:psychology*; D062606:Tertiary Care Centers
asynchronous learning; clerkship; clinical education; curriculum development; emergency medicine; medical education; medical student; online