Document Type

Journal Article

Publication Date



Telemedicine and e-Health


Volume 19, Issue 3

Inclusive Pages



Education, Distance--methods; Emergency Medicine--education; Internet; Internship and Residency--methods


Objective: To compare medical knowledge acquisition among emergency medicine (EM) residents who attend weekly core content lectures with those absent but asynchronously viewing the same lectures in a Web-based electronic platform.

Subjects and Methods: During the study period all EM residents attending or absent from weekly educational conferences were given a quiz on the covered material. During Phase 1, absentees were not given supplemental educational content for missed lectures. During Phase 2, absentees were sent a link to an online multimedia module containing an audiovisual recording of the actual missed lecture with presentation slides. Scores between attendees and absentees during both phases were compared using a repeated-measures analysis to evaluate the effect of the supplemental online module on knowledge acquisition.

Results:Thirty-nine EM residents (equally distributed in postgraduate years 1–4) were studied during a 15-week period. Overall and after adjusting for sex and postgraduate year level, both lecture attendance (b=27; 95% confidence interval, 22–32;p

Conclusions: In an EM residency program, asynchronous Web-based learning may result in medical knowledge acquisition similar to or better than attending traditional core content lectures. The percentage of curriculum delivery by asynchronous learning that may be used to achieve overall terminal learning objectives in medical knowledge acquisition requires further study.


This is a copy of an article published in Telemedicine and e-Health © 2013 copyright Mary Ann Liebert, Inc.; Telemedicine and e-Health is available online at:

Peer Reviewed


Open Access