PMID- 26412105
OWN - NLM
STAT- MEDLINE
DCOM- 20161216
LR  - 20161217
IS  - 0736-4679 (Print)
IS  - 0736-4679 (Linking)
VI  - 50
IP  - 3
DP  - 2016 Mar
TI  - Dual Learning in an Emergency Medicine Clerkship Improves Student Performance.
PG  - 471-6.e1-2
LID - 10.1016/j.jemermed.2015.07.032 [doi]
LID - S0736-4679(15)00807-0 [pii]
AB  - BACKGROUND: The emergency department (ED) is an ideal environment to teach
      learners about the "undifferentiated patient." Student learning may be
      inconsistent because of inherent variability in the ED. Previous research has
      suggested that standardizing the emergency medicine (EM) clerkship by
      implementing didactics and requiring students to see patients with particular
      chief complaints improves educational outcomes. OBJECTIVE: To compare knowledge
      acquisition after a new curriculum to the traditional curriculum. METHODS: This
      was a prospective, quasiexperimental study of senior medical students in an EM
      clerkship. Students were assigned to the dual learning (DL) group or standard
      learning (SL) groups based on month of rotation. All were required to see
      patients with 10 specific chief complaints and were lent an EM textbook. The SL
      group was instructed to read about the required cases. The DL group attended a
      2-hour didactic session covering 5 of the 10 required cases. All students
      completed an identical pre- and postclerkship multiple choice knowledge test.
      RESULTS: Data from 51 medical students (DL = 27; SL = 24) were analyzed. Mean
      pretest scores were comparable between groups. A 2 (groups) by 2 (sessions)
      mixed-design analysis of variance yielded a significant group by session
      interaction effect (p < 0.001). The DL group significantly increased its mean
      score from 8.7 (standard deviation [SD] = 1.8) pretest to 11.6 (SD = 1.9)
      posttest; there was no improvement in the SL group (pretest: 9.3 [SD = 1.5],
      posttest: 10.0 [SD = 2.0]). CONCLUSION: A DL model combining clinical and
      enhanced didactic requirements for an EM clerkship led to greater knowledge gain 
      than the standard curriculum. This model may suggest ways to improve the
      educational experience in the EM clerkship.
CI  - Copyright (c) 2016 Elsevier Inc. All rights reserved.
FAU - Jordan, Jaime
AU  - Jordan J
AD  - Department of Emergency Medicine, Harbor-University of California Los Angeles
      Medical Center, Torrance, California; David Geffen School of Medicine at
      University of California Los Angeles, Los Angeles, California; Los Angeles
      Biomedical Research Institute at Harbor-University of California Los Angeles,
      Torrance, California.
FAU - Elder, Joshua
AU  - Elder J
AD  - Division of Emergency Medicine, Stanford University Medical Center, Stanford,
      California.
FAU - Uijtdehaage, Sebastian
AU  - Uijtdehaage S
AD  - David Geffen School of Medicine at University of California Los Angeles, Los
      Angeles, California.
FAU - Coates, Wendy C
AU  - Coates WC
AD  - Department of Emergency Medicine, Harbor-University of California Los Angeles
      Medical Center, Torrance, California; David Geffen School of Medicine at
      University of California Los Angeles, Los Angeles, California; Los Angeles
      Biomedical Research Institute at Harbor-University of California Los Angeles,
      Torrance, California.
LA  - eng
PT  - Journal Article
DEP - 20150926
PL  - United States
TA  - J Emerg Med
JT  - The Journal of emergency medicine
JID - 8412174
SB  - IM
MH  - Adult
MH  - Analysis of Variance
MH  - Clinical Clerkship/*methods
MH  - Clinical Competence/*standards
MH  - Curriculum/*standards
MH  - Education, Medical, Undergraduate/*methods
MH  - Educational Measurement
MH  - Emergency Medicine/*education
MH  - Female
MH  - Humans
MH  - Male
MH  - Prospective Studies
OTO - NOTNLM
OT  - clerkship
OT  - emergency medicine
OT  - medical education
OT  - medical student
OT  - undergraduate medical education
EDAT- 2015/09/29 06:00
MHDA- 2016/12/17 06:00
CRDT- 2015/09/29 06:00
PHST- 2015/02/26 00:00 [received]
PHST- 2015/07/02 00:00 [revised]
PHST- 2015/07/25 00:00 [accepted]
PHST- 2015/09/29 06:00 [entrez]
PHST- 2015/09/29 06:00 [pubmed]
PHST- 2016/12/17 06:00 [medline]
AID - S0736-4679(15)00807-0 [pii]
AID - 10.1016/j.jemermed.2015.07.032 [doi]
PST - ppublish
SO  - J Emerg Med. 2016 Mar;50(3):471-6.e1-2. doi: 10.1016/j.jemermed.2015.07.032. Epub
      2015 Sep 26.