246 - Implementation of a Longitudinal Outpatient Curriculum to Enhance Education for Our Modern Pediatric Residents

Poster Number: 246
Publication Number: 246.333

Selda Ishkin, Staten Island University Hospital, STATEN ISLAND, NY, United States; Adam M. Halpern, Touro College of Osteopathic Medicine (Harlem), Staten Island, NY, United States; Janelle Singh, Maimonides Infants and Children's Hospital of Brooklyn, New York, NY, United States; Anna Cornish, Staten Island Hospital Northwell, Staten Island, NY, United States; Eleny Romanos-Sirakis, SIUH Northwell health, Staten Island, NY, United States

Background: Data on the implementation of successful pediatric ambulatory curricula in residency are limited. Although the majority (63%) of pediatric residents pursue a career in primary care, the educational focus in residency training sways towards inpatient medicine. In addition, barriers exist to standardized and consistent teaching in the outpatient clinic.

Objective: We created a novel longitudinal ambulatory curriculum focusing on high-yield topics delivered over short sessions during weekly resident continuity clinic to meet the needs of modern learners.

Design/Methods: Over two academic years, 32 pediatric residents were exposed to an 18-month curriculum, consisting of 62 high-yield ambulatory topics. A brief topic guide was created by content experts to standardize teaching across preceptors and was taught in 10-15 minutes during weekly continuity clinic. Pre and post-tests were used to assess knowledge. Topic guides were then emailed to the residents for self-study. Cumulative exams were given after each half (Part A and B) of the curriculum to assess knowledge retention. A one-year follow-up exam was given to assess long-term knowledge retention. A Likert scale (1=not at all, 5=very much) was used to assess satisfaction and use of the curriculum in clinical practice. Continuous variables were described by mean and standard deviations. Categorical data were summarized as frequency counts and percentages. Paired t-test compared continuous variables between pre and post-intervention. Analysis of variance method compared mean differences between PGY years.

Results: Mean weekly evaluation pre-test scores increased from 69.95% to post-test scores of 94.4% (p < 0.0001). The mean final exam score was 84.15%. The one-year follow-up mean test score for Part A was 85.23%. Mean knowledge scores increased from pre-test to post-test (p < 0.0001) and from pre-test to final exam for each half curriculum (p < 0.0001). The mean test score one year later was sustained at over 85%. Mean scores for overall satisfaction and effectiveness after Part A were 4.6 and 4.5, respectively. When asked how much the curriculum was used in clinical practice, the average score was 4.45.Conclusion(s): Ambulatory education in residency is often inconsistent and varies across preceptors and programs. We created a new approach that provided consistent pediatric outpatient education of high-yield topics, was well-received, and led to a sustained knowledge increase. This curriculum can be utilized in busy clinic settings by other institutions to improve resident knowledge and enhance patient care, with minimal interruption to clinical sessions.
Cumulative Mean Test Scores Pre and Post CurriculumMean test scores for all pediatric residents at Staten Island University Hospital separated by Curriculum A, Curriculum B, and the entire combined curriculum. The mean test scores included pre-test, post-test, final exam, and one-year post-test scores.