A Near-Peer Educational Model for Online, Interactive Learning in Emergency Medicine
| العنوان: | A Near-Peer Educational Model for Online, Interactive Learning in Emergency Medicine |
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| المؤلفون: | Jennifer B. Dai, Trevor R. Pour, Phillip Groden, Charles Sanky, Adam C Lieber, James R Blum, Neha Sikka, Christian Cayon, Denisse R Marquez, Sara D. Pasik, Daniel Newman, Jacob Ziff, Hailey B Rosenthal |
| المصدر: | Western Journal of Emergency Medicine Western Journal of Emergency Medicine, Vol 22, Iss 1 (2020) |
| سنة النشر: | 2020 |
| مصطلحات موضوعية: | Educational Advances, medicine.medical_specialty, Educational measurement, Models, Educational, Medical psychology, Students, Medical, Coronavirus disease 2019 (COVID-19), education, MEDLINE, Self-concept, lcsh:Medicine, Educational Commentary, Peer Group, Interactive Learning, Education, Distance, medicine, ComputingMilieux_COMPUTERSANDEDUCATION, Humans, Learning, Curriculum, Simulation Training, business.industry, lcsh:R, lcsh:Medical emergencies. Critical care. Intensive care. First aid, COVID-19, Peer group, General Medicine, lcsh:RC86-88.9, Self Concept, Leadership, Emergency medicine, Emergency Medicine, New York City, Educational Measurement, business, Education, Medical, Undergraduate |
| الوصف: | Author(s): Rosenthal, Hailey B.; Sikka, Neha; Lieber, Adam C.; Sanky, Charles; Cayon, Christian; Newman, Daniel; Marquez, Denisse R.; Ziff, Jacob; Blum, James R.; Dai, Jennifer B.; Groden, Phillip; Pasik, Sara; Pour, Trevor | Abstract: Introduction: The COVID-19 pandemic led to a large disruption in the clinical education of medical students, particularly in-person clinical activities. To address the resulting challenges faced by students interested in emergency medicine (EM), we proposed and held a peer-led, online learning course for rising fourth-year medical students.Methods: A total of 61 medical students participated in an eight-lecture EM course. Students were evaluated through pre- and post-course assessments designed to ascertain perceived comfort with learning objectives and overall course feedback. Pre- and post-lecture assignments were also used to increase student learning.Results: Mean confidence improved in every learning objective after the course. Favored participation methods were three-person call-outs, polling, and using the “chat” function. Resident participation was valued for “real-life” examples and clinical pearls.Conclusion: This interactive model for online EM education can be an effective format for dissemination when in-person education may not be available. |
| تدمد: | 1936-9018 |
| URL الوصول: | https://explore.openaire.eu/search/publication?articleId=doi_dedup___::014f2b6342bf6df706ef54a24f4b1aba https://pubmed.ncbi.nlm.nih.gov/33439819 |
| حقوق: | OPEN |
| رقم الأكسشن: | edsair.doi.dedup.....014f2b6342bf6df706ef54a24f4b1aba |
| قاعدة البيانات: | OpenAIRE |
| تدمد: | 19369018 |
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