ArticleAEM education and training2020
Spaced Education Through e-Learning for Ongoing Professional Development.
Article in AEM education and training, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
4 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Spaced Digital Education for Health Professionals: Systematic Review and Meta-Analysis.Journal of medical Internet research · 2024Pooled it
- A Longitudinal Spaced-Learning Approach to Support Faculty Calibration in Periodontal Diagnosis.Journal of dental education · 2026Article
- Determination, categorization, and hierarchy of content for a pediatric emergency medicine curriculum designed for emergency medicine residents.AEM education and training · 2024Article
- Spaced Education Through e-Learning for Ongoing Professional Development.AEM education and training · 2020Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe practice of emergency medicine has become increasingly complex. Constant advances in clinical practice, innovative technologies, patient safety and quality initiatives, and local and national policy changes continue to add to the cognitive load on providers. New and innovative professional development approaches are needed to help providers remain current despite busy and disparate clinician schedules.
methodsWe used a Web-based, spaced education platform, to distribute questions to faculty and fellows within the Division of Emergency Medicine. Included content was prioritized within four subject areas: clinical practice, quality improvement, division and institution policies, and educational efforts. All questions were scenario-based (clinical or administrative), with multiple-choice responses. The platform provided real-time feedback on correct response, with explanations including integrated learning materials. Invited faculty developed the questions internally using standardized resources followed by peer review. Questions were delivered weekly. Metrics regarding engagement and performance were followed, including an anonymized leaderboard. Participants were also surveyed regarding perceptions of individual questions and the overall initiative.
resultsEvery faculty member (
conclusionsWe outline the use of a Web-based, spaced education curriculum for ongoing professional development in a large emergency medicine division. This initiative effectively engaged faculty members and trainees and was perceived to be of high value. The intervention successfully utilized the principles of spaced learning, test-enhanced learning, and gaming theory within a flexible and innovative professional development curriculum.
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.