Stephanie R. Starr, MD; Walter J. Cook, MD; Nusheen Ameenuddin, MD, Mayo Medical School, Mayo Clinic, Rochester, MN
Background: Advanced Doctoring-Pediatrics is a nine month second-year course which includes conferences (Pediatric Integrated Experiences, PIEs). Previous PIEs did not specifically complement the systems-based block curriculum, nor were they scheduled with adult preclinical experiences (Integrated Physical Examinations, IPEs) where students examine adults with fixed physical findings. An OVID search did not identify any articles addressing preclinical pediatric curricula which complement block curricula or deliver adult and pediatric material simultaneously. Objectives: Improve learning by revising conference content and timing to complement curricular blocks. Promote comparisons and contrasts to clinical approaches for adult and pediatric patients. Enhance student learning with video and audio clips. Determine student preferences regarding simultaneous offering of PIEs and IPEs. Methods: Learning objectives for each conference were written to complement curricular blocks. Existing video and audio clips were used in the Circulation and Oxygen PIEs (American Heart Association PEARS video, YouTube videos, audio clips). The Oxygen PIE was scheduled to occur simultaneously with the IPE. Web-based faculty and student guides were developed and posted prior to the sessions. For the Oxygen PIE, each student attended two one-hour PIEs, and one IPE. Results: All students were asked to complete a survey immediately following the Oxgyen PIE . Thirty-six of 51 surveys were returned; responses were grouped by themes. Student feedback was positive. The majority of students responding preferred simultaneous delivery of the Oxygen PIE and IPE for educational and scheduling reasons. They favored use of video and audio clips, the contrast between adult patients and interactive case-based PIEs, and more efficient scheduling. Students identified opportunities for improvement including elimination of the rest period, inclusion of pediatric and more adult patients, increased interaction in case-based discussions and timing of future PIEs after the first week of the block. Discussion: Ongoing curriculum development should maximize use of multimedia resources to promote interaction and learning, increase co-scheduling of PIEs and IPEs, include pediatric patients in PIEs where possible, and limit the number of PIEs that occur within the first week of any curricular block.