A Near-Peer Educational Model for Online, Interactive Learning in Emergency Medicine.
Hailey B Rosenthal, Neha Sikka, Adam C Lieber, Charles Sanky, Christian Cayon, Daniel Newman, Denisse R Marquez, Jacob Ziff, James R Blum, Jennifer B Dai, Phillip Groden, Sara Pasik, Trevor Pour
Author Information
Hailey B Rosenthal: Icahn School of Medicine at Mount Sinai, Department of Emergency Medicine, New York, New York.
Neha Sikka: Icahn School of Medicine at Mount Sinai, Department of Emergency Medicine, New York, New York.
Adam C Lieber: Icahn School of Medicine at Mount Sinai, Department of Emergency Medicine, New York, New York.
Charles Sanky: Icahn School of Medicine at Mount Sinai, Department of Emergency Medicine, New York, New York.
Christian Cayon: Icahn School of Medicine at Mount Sinai, Department of Emergency Medicine, New York, New York.
Daniel Newman: Icahn School of Medicine at Mount Sinai, Department of Emergency Medicine, New York, New York.
Denisse R Marquez: Icahn School of Medicine at Mount Sinai, Department of Emergency Medicine, New York, New York.
Jacob Ziff: Icahn School of Medicine at Mount Sinai, Department of Emergency Medicine, New York, New York.
James R Blum: Icahn School of Medicine at Mount Sinai, Department of Emergency Medicine, New York, New York.
Jennifer B Dai: Icahn School of Medicine at Mount Sinai, Department of Emergency Medicine, New York, New York.
Phillip Groden: Icahn School of Medicine at Mount Sinai, Department of Emergency Medicine, New York, New York.
Sara Pasik: Icahn School of Medicine at Mount Sinai, Department of Emergency Medicine, New York, New York.
Trevor Pour: Icahn School of Medicine at Mount Sinai, Department of Emergency Medicine, New York, New York.
INTRODUCTION: The COVID-19 pandemic led to a large disruption in the clinical education of medical students, particularly in-person clinical activities. To address the resulting challenges faced by students interested in emergency medicine (EM), we proposed and held a peer-led, online learning course for rising fourth-year medical students. METHODS: A total of 61 medical students participated in an eight-lecture EM course. Students were evaluated through pre- and post-course assessments designed to ascertain perceived comfort with learning objectives and overall course feedback. Pre- and post-lecture assignments were also used to increase student learning. RESULTS: Mean confidence improved in every learning objective after the course. Favored participation methods were three-person call-outs, polling, and using the "chat" function. Resident participation was valued for "real-life" examples and clinical pearls. CONCLUSION: This interactive model for online EM education can be an effective format for dissemination when in-person education may not be available.
