Does spaced education improve clinical knowledge among Family Medicine residents? A cluster randomized controlled trial

被引:0
|
作者
Roland Grad
Daniel Leger
Janusz Kaczorowski
Tibor Schuster
Samara Adler
Marya Aman
Douglas Archibald
Marie-Claude Beaulieu
John Chmelicek
Evelyn Cornelissen
Bethany Delleman
Sonia Hadj-Mimoune
Samantha Horvey
Steven Macaluso
Stephen Mintsioulis
Stuart Murdoch
Brian Ng
Alain Papineau
Sohil Rangwala
Mathieu Rousseau
Teresa Rudkin
Inge Schabort
Karen Schultz
Pamela Snow
Eric Wong
Pearson Wu
Carlos Brailovsky
机构
[1] McGill University,Herzl Family Practice Centre
[2] Western University,Family Medicine
[3] Université de Montréal,undefined
[4] University of Alberta,undefined
[5] University of Ottawa,undefined
[6] Université de Sherbrooke,undefined
[7] University of British Columbia,undefined
[8] McMaster University,undefined
[9] University of Calgary,undefined
[10] University of Toronto,undefined
[11] Queen’s University,undefined
[12] Memorial University of Newfoundland,undefined
[13] Université Laval,undefined
[14] McGill University,undefined
来源
Advances in Health Sciences Education | 2021年 / 26卷
关键词
Education, Medical, Graduate; Family practice; Randomized controlled trial; Spaced training; Spaced education;
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摘要
Spaced education is a learning strategy to improve knowledge acquisition and retention. To date, no robust evidence exists to support the utility of spaced education in the Family Medicine residency. We aimed to test whether alerts to encourage spaced education can improve clinical knowledge as measured by scores on the Canadian Family Medicine certification examination. Method: We conducted a cluster randomized controlled trial to empirically and pragmatically test spaced education using two versions of the Family Medicine Study Guide mobile app. 12 residency training programs in Canada agreed to participate. At six intervention sites, we consented 335 of the 654 (51%) eligible residents. Residents in the intervention group were sent alerts through the app to encourage the answering of questions linked to clinical cases. At six control sites, 299 of 586 (51%) residents consented. Residents in the control group received the same app but with no alerts. Incidence rates of case completion between trial arms were compared using repeated measures analysis. We linked residents in both trial arms to their knowledge scores on the certification examination of the College of Family Physicians of Canada. Results: Over 67 weeks, there was no statistically significant difference in the completion of clinical cases by participants. The difference in mean exam scores and the associated confidence interval did not exceed the pre-defined limit of 4 percentage points. Conclusion: Further research is recommended before deploying spaced educational interventions in the Family Medicine residency to improve knowledge.
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页码:771 / 783
页数:12
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