A Near-Peer Educational Model for Online, Interactive Learning in Emergency Medicine

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West J Emerg Med. 2020 Dec 21;22(1):130-135. doi: 10.5811/westjem.2020.12.49101.


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.

PMID:33439819 | DOI:10.5811/westjem.2020.12.49101