Just as a business is more efficient if the needed part arrives the day it is used, avoiding the cost of storage, learning is more efficient if the appropriate information is provided just as its use is required. This concept is borrowed from the JIT inventory model used in business. JIT instruction involves the provision of information in a concise, learner-specific form “just as the learner needs it”. To adapt CAI to our acute care environment, we used as a guide the just-in-time (JIT) learning model described by Chueh and Barnett 12. Our research question stems from this point: Does integrating CAI into the workflow of a busy clinical setting offer any advantages? This may reflect one limitation on the use of CAI in the PED. In this study, only 34% of residents completed a tutorial 37% interacted with the program for less than five minutes. 11 The tutorials focused on infrequent, high-risk illnesses. Pusic and colleagues developed three CAI tutorials and evaluated residents’ use of these programs. Seasonality of disease may result in a resident not experiencing common illness
Some specific learning challenges include: 10Īcute care settings (emergency departments, busy clinics, etc.) are difficult educational environments. Yamamoto’s Radiology Cases in Pediatric Emergency Medicine appears to be the best known. In our practice area, the pediatric emergency department (PED), a limited amount of specific CAI has been produced. 4 Educational World Wide Web sites 5, 6, electronic textbooks 7, tutorials 8, and simulations 9 have been produced for both general audiences and specific subspecialties. At least one study suggests that pediatric residents are interested in using CAI as a supplement to direct one-on-one instruction.
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Computer-aided instructional (CAI) software is one possible resource 2.ĬAI tools are becoming commonplace in medicine, as indicated by the expanding medical literature on this topic 3. Complementary educational resources may help extend the learning opportunities for residents in these settings. While clinical demands have increased in recent years, these instructional responsibilities remain 1. Resident education is a primary responsibility of academic faculty practicing in busy clinical settings.
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