Efficacy of an asynchronous electronic curriculum in emergency medicine education in the United States

The study was a retrospective, non-inferiority, cohort study. We compared ITE scores from 2012 and 2013, when there were 5 weekly hours of didactic content, with scores from 2014 and 2015, when 1 hour of conference was replaced with asynchronous content. Examination results were compared using a non-inferiority data analysis with a 10% margin of difference.