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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.
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.

 

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