A Near-Peer Educational Model for Online, Interactive Learning in Emergency Medicine
- 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
- et al.
Published Web Locationhttps://doi.org/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.