The Integration of Electronic Medical Student Evaluations Into an Emergency Department Tracking System is Associated With Increased Quality and Quantity of Evaluations

Learner Perceptions of Electronic End-of-shift Evaluations on An Emergency Medicine Clerkship

OBJECTIVES

As students on an emergency medicine (EM) rotation work with different faculty on a daily basis, EM clerkships often incorporate an end-of-shift evaluation to capture sufficient student performance data. Electronic shift evaluations have been shown to increase faculty completion compliance. This study aimed to examine learner perceptions of their individualized feedback during an EM clerkship following the adoption of an electronic evaluation tool.

METHODS

This retrospective study examined end-of-rotation surveys that students complete at the conclusion of their EM rotation. Survey respondents used a standard Likert scale (1-5). This study examined responses to the question: "The feedback I received on this rotation was adequate." The study period included the 3 academic years prior to and subsequent to the adoption of an electronic evaluation system (replacing paper end-of-shift evaluations). The primary outcome was the mean Likert score and the secondary outcome was the percentage of students who rated their feedback a "5" or "strongly agree."

RESULTS

A total of 491 students responded (83.9% response rate) to the survey during the paper evaluation period, while 427 responded (80.7% response rate) in the electronic period. The mean response improved from 4.02 (paper evaluations) to 4.22 (electronic evaluations; mean difference = 0.20, p < 0.05). The percentage of students who responded with a 5 improved (31% with paper evaluations vs. 41% with electronic evaluations, p < 0.05).

CONCLUSIONS

The adoption of an electronic end-of-shift evaluation system was associated with improved learner perception of their feedback as compared to paper evaluations. Electronic evaluations are a useful tool to gather just-in-time data on learner performance.

Critical Appraisal of Emergency Medicine Educational Research: The Best Publications of 2016

OBJECTIVES

The objectives were to critically appraise the emergency medicine (EM) medical education literature published in 2016 and review the highest-quality quantitative and qualitative studies.

METHODS

A search of the English language literature in 2016 querying MEDLINE, Scopus, Education Resources Information Center (ERIC), and PsychInfo identified 510 papers related to medical education in EM. Two reviewers independently screened all of the publications using previously established exclusion criteria. The 25 top-scoring quantitative studies based on methodology and all six qualitative studies were scored by all reviewers using selected scoring criteria that have been adapted from previous installments. The top-scoring articles were highlighted and trends in medical education research were described.

RESULTS

Seventy-five manuscripts met inclusion criteria and were scored. Eleven quantitative and one qualitative papers were the highest scoring and are summarized in this article.

CONCLUSION

This annual critical appraisal series highlights the best EM education research articles published in 2016.