Application of Frequent, Spaced Multiple‐choice Questions as an Educational Tool in the Pediatric Emergency Department

Objectives The objective was to assess the feasibility of using spaced multiple‐choice questions (MCQs) to teach residents during their pediatric emergency department (PED) rotation and determine whether this teaching improves knowledge retention about pediatric rashes. Methods Residents rotating in...

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Published inAEM education and training Vol. 4; no. 2; pp. 85 - 93
Main Authors Rustici, Matthew J., Wang, Vincent J., Dorney, Kate E., Nagler, Joshua, Jamil Madati, P., Ziegler, Patricia, Roosevelt, Genie, Runde, Daniel P.
Format Journal Article
LanguageEnglish
Published United States John Wiley and Sons Inc 01.04.2020
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Summary:Objectives The objective was to assess the feasibility of using spaced multiple‐choice questions (MCQs) to teach residents during their pediatric emergency department (PED) rotation and determine whether this teaching improves knowledge retention about pediatric rashes. Methods Residents rotating in the PED from four sites were randomized to four groups: pretest and intervention, pretest and no intervention, no pretest and intervention, and no pretest and no intervention. Residents in intervention groups were automatically e‐mailed quizlets with two MCQs every other day over 4 weeks (20 questions total) via an automated e‐mail service with answers e‐mailed 2 days later. Retention of knowledge was assessed 70 days after enrollment with a posttest of 20 unique, content‐matched questions. Results Between August 2015 and November 2016, a total 234 residents were enrolled. The completion rate of individual quizlets ranged from 93% on the first and 76% on the 10th quizlet. Sixty‐six residents (55%) completed all 10 quizlets. One‐hundred seventy‐three residents (74%) completed the posttest. There was no difference in posttest scores between residents who received a pretest (61.0% ± 14.5%) and those who did not (64.6% ± 14.0%; mean difference = –3.7, 95% confidence interval [CI] = –8.0 to 0. 6) nor between residents who received the intervention (64.5% ± 13.3%) and those who did not receive the intervention (61.2% ± 15.2%; mean difference = 3.2, 95% CI = –1.1 to 7.5). For those who received a pretest, scores improved from the pretest to the posttest (46.4% vs. 60.1%, respectively; 95% CI = 9.7 to 19.5). Conclusion Providing spaced MCQs every other day to residents rotating through the PED is a feasible teaching tool with a high participation rate. There was no difference in posttest scores regardless of pretest or intervention. Repeated exposure to the same MCQs and an increase in the number of questions sent to residents may increase the impact of this educational strategy.
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VW is the CEO of PEMQBOOK LLC, which produces a product relevant to the subject material and is the lead editor of both texts. The other authors have no potential conflicts to disclose.
Author contributions: study concept and design—MR, VW, PZ, GR; acquisition of the data—MR, VW, KD, JN, PJM, PZ, GR; analysis and interpretation of the data—MR, VW, GR; drafting of the manuscript—MR, GR; critical revision of the manuscript for important intellectual content—MR, VW, KD, JN, PJM, GR; statistical expertise—GR; and acquisition of funding—MR, GR.
Presented at the Pediatric Academic Societies Annual Meeting, San Francisco, CA, May 2017.
Supported by a University of Colorado Pediatrics Department Educational Grant.
ISSN:2472-5390
2472-5390
DOI:10.1002/aet2.10366