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

Research output: Contribution to journalArticlepeer-review

6 Scopus citations


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.

Original languageEnglish
Pages (from-to)130-135
Number of pages6
JournalWestern Journal of Emergency Medicine
Issue number1
StatePublished - Jan 2021


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