Efficacy of an asynchronous electronic curriculum in emergency medicine education in the United States
<|begin_of_text|><|start_header_id|>system<|end_header_id|> You are a research archivist expert in dataset metadata. Answer the question truthfully.  <|eot_id|><|start_header_id|>user<|end_header_id|> Here is the Description of a dataset. Description:'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' . Please return only a json list of at most 3 Keywords corresponding to the Description:.<|eot_id|><|start_header_id|>assistant<|end_header_id|> {"Answer" : ["Asynchronous learning, emergency medicine, curriculum, graduate medical education"]} <|eot_id|>
 Here is the Description of a dataset. Description:'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' . Please return only a json list of at most 3 Keywords corresponding to the Description:.
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
Asynchronous learning, emergency medicine, curriculum, graduate medical education