• Ryan Windish, Peter Stuart, Raymund de la Cruz, and Alistair Murray.
• Emergency Department, Redcliffe Hospital, Redcliffe, Queensland, Australia.
• Emerg Med Australas. 2019 Oct 1; 31 (5): 837-842.

ObjectiveTo assess the effectiveness of an education programme that integrates web-based learning into classroom sessions.MethodsThis prospective study involved a convenience sample of ED interns rotating at two study site hospitals between April 2015 and January 2017. Interns undertook weekly ED classroom-based education and were given access to a web-based learning resource with completion being voluntary. To assess change in medical knowledge multiple choice examinations were administered during week 1 and week 10 of the term. The study's primary end-point was the effect of the web-based resource on participants' knowledge. The median % of online modules completed by participants (75%) was used as a cut-off to create two groups. The % improvement between the test scores at week 1 and week 10 of each group were then compared. Intern satisfaction with the programme was also assessed using a satisfaction survey.ResultsThe average examination score for all participants was significantly higher at week 10 than week 1 (80% vs 68%; P < 0.001). The primary end-point, % improvement between the week 1 and week 10 scores of those that completed ≤75% of web-based modules (mean 16%; 95% CI 12-20%) and those that completed >75% of web-based modules (mean 27%; 95% CI 20-34%), showed a statistically significant difference (P = 0.03). Interns surveyed were also highly satisfied with programme.ConclusionsThis blended curriculum that integrates a web-based resource into classroom learning shows promise in enhancing intern emergency medicine education.© 2019 Australasian College for Emergency Medicine.

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