Children With Medical Complexity: A Web-Based Multimedia Curriculum Assessing Pediatric Residents Across North America
| Autor: | Meaghan MacLean, Michael Kahn, Aisha Barber, Priti Bhansali, Jeffrey Sestokas, Dewesh Agrawal, Keri Toner, Neha Shah, Micah Kadden |
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| Rok vydání: | 2018 |
| Předmět: |
Male
Attitude of Health Personnel education Special needs Personal Satisfaction computer.software_genre Pediatrics Ventriculoperitoneal Shunt law.invention 03 medical and health sciences Tracheostomy 0302 clinical medicine Randomized controlled trial law 030225 pediatrics Humans Web application Medicine Computer Simulation 030212 general & internal medicine Curriculum Gastrostomy Internet Multimedia business.industry Behavior change Internship and Residency Knowledge acquisition Confidence interval Education Medical Graduate Chronic Disease North America Pediatrics Perinatology and Child Health Female Clinical Competence business computer Computer-Assisted Instruction |
| Zdroj: | Academic Pediatrics. 18:79-85 |
| ISSN: | 1876-2859 |
| DOI: | 10.1016/j.acap.2017.08.008 |
| Popis: | No standardized curricula exist for training residents in the special needs of children with medical complexity. We assessed resident satisfaction, knowledge, and behavior after implementing a novel online curriculum composed of multimedia modules on care of children with medical complexity utilizing virtual simulation.We conducted a randomized controlled trial of residents across North America. A Web-based curriculum of 6 self-paced, interactive, multimedia modules was developed. Readings for each topic served as the control curriculum. Residents were randomized to 1 of 2 groups, each completing 3 modules and 3 sets of readings that were mutually exclusive. Outcomes included resident scores on satisfaction, knowledge-based assessments, and virtual simulation activities.Four hundred forty-two residents from 56 training programs enrolled in the curriculum, 229 of whom completed it and were included in the analysis. Subjects were more likely to report comfort with all topics if they reviewed modules compared to readings (P ≤ .01 for all 6 topics). Posttest knowledge scores were significantly higher than pretest scores overall (mean increase in score 17.7%; 95% confidence interval 16.0, 19.4), and the mean pre-post score increase for modules was significantly higher than readings (20.9% vs 15.4%, P .001). Mean scores on the verbal handoff virtual simulation increased by 1.1 points (95% confidence interval 0.2, 2.0, P = .02). There were no significant differences found in pre-post performance for the device-related emergency virtual simulation.There was high satisfaction, significant knowledge acquisition, and specific behavior change after participating in this innovative online curriculum. This is the first multisite, randomized trial assessing satisfaction, knowledge impact, and behavior change in a virtually simulated environment with pediatric trainees. |
| Databáze: | OpenAIRE |
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