Council on Medical Student Education in Pediatrics

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COMSEP Meeting in Nashville

Poster Presentation:


INTERACTIVE SPACED ONLINE EDUCATION IN PEDIATRIC TRAUMA

Authors:

Rohit Shenoi, MD, MD, Baylor College of  Medicine, Houston, TX, Daniel Rubalcava, MD, Baylor College of Medicine,  Houston, TX, Harold Sloas, MD, Baylor Colege of Medicine, Houston, TX, David  Delemos, MD, Baylor College of Medicine, Houston, TX, Bindi Naik-Mathuria, MD,  Baylor College of Medicine, Houston, TX, Linzhi Xu, MD, Baylor College of  Medicine, Houston, TX, Donna Mendez, MD, Baylor College of Medicine, Houston,  TX


Background: Trauma education for pediatric residents is limited and suboptimal.
Objective: Test effectiveness and acceptability of interactive, spaced education (ISE) in pediatric trauma.  
Methods: Prospective, randomized trial of 40 learners (pediatric residents, fellows, pediatricians) at a Level-1 trauma hospital during 2011-2012. Instrument consisted of 48 multiple-choice questions and answer critiques in audiovisual format based on Trauma Life Support (ATLS) course. Items were divided into 2 modules (24 items each). Instrument was assessed for test-retest reliability, item difficulty and construct validity.
Consenting participants were randomized to 2 cohorts and received a 2-cycle ISE course via a web-based platform over 20 weeks. Each Module was sent as 8 spaced emails (3 questions) over 4 weeks. Percent correct answers were tabulated. First cohort answered Module A, Module B, 4-week rest period followed by Module B and Module A. Second cohort answered Module B, Module A, 4-week rest period followed by Module A and Module B. Primary outcome was difference in mean scores at 2 and 4 months for combined modules for both cohorts among participants who completed the course. T-test and Cohens effect size were performed. Secondary outcome was an exit survey of ISE acceptability as an on-line education method.
Results: Out of 40 enrollees, 1 dropped out before start of program.Thirty-nine learners were randomized to two cohorts; 28 completed follow-up modules at 2 months and 24 completed follow-up modules at 4 months. There was a significant improvement in mean scores at 2 months [8.6 (95% CI: 4.2 - 13.1); effect size: 0.75] but non-significant improvement at 4 months [2.5 (95% CI: -3.6 - 8.6); effect size: 0.18].  Sixty percent of participants would undertake the ISE program again and recommend it to others.
Conclusions: Learning gains in online pediatric trauma education occurred short-term but were not sustained. Most prefer and recommend this form of education to others.