WIP 33 - E-learning to supplement resident education in a pediatric subspecialty

Poster Number: WIP 33
Publication Number: WIP 33.2478

Background: In recent years medical education has changed due to technological advancements. E-learning has been shown to improve knowledge and has seen a recent widespread adoption. Strategies like the testing effect and gamification have been suggested to improve learning outcomes. Given the increased use of e-learning we used an app-based learning platform to implement the testing effect and gamification to assess for an improvement in pediatric subspecialty education among residents compared to traditional didactics.

Objective: The objective of this study is to evaluate if e-learning is more effective in enhancing education in a pediatric subspecialty compared to traditional didactic methods. Further, we sought to assess resident satisfaction with each method of learning as well as changes in resident confidence with pediatric subspecialty topics.

Design/Methods: IRB approval was obtained and a waiver of consent was approved. Pediatric and Medicine-Pediatric Residents were stratified by post-graduate year and randomized into e-learning or didactic groups before the first session. With limited time, randomization occurred before the study period due to uncertainty of which residents would be available during the education session for unplanned or planned absences. All education occurred during dedicated education periods, known as academic half days, as part of the residency training program. The e-learning group utilized an app-based platform, allowing for test-enhanced learning and gamification. The didactic group received traditional lectures. Sessions consisted of 30 to 60 minutes of education provided by the respective intervention group followed by 30 minutes of case-based discussions for all. Pre- and post-quizzes assessed baseline and changes in knowledge. Quizzes consisted of 10 questions covering pediatric nephrology topics such as hypertension, glomerulonephritis, nephrotic syndrome, and electrolytes. Pre- and post-assessments were used for learner self-assessment of their confidence with pediatric subspecialty topics and satisfaction with education materials.