249 - Multi-institutional Global Health Trainee Yearlong (MIGHTY) Curriculum: A Virtual Case Series for Pediatric Residents

Poster Number: 249
Publication Number: 249.333

Kristin Maletsky, Children's Hospital of Philadelphia, Philadelphia, PA, United States; Kimberley M. Farr, Baylor College of Medicine, Houston, TX, United States; Sanemba Aya Fanny, Baylor College of Medicine, Houston, TX, United States; Heather Crouse, Baylor College of Medicine / Texas Children's Hospital, Houston, TX, United States; Justin Moher, Boston University School of Medicine, Boston, MA, United States; Morgan Congdon, Children's Hospital of Philadelphia, Philadelphia, PA, United States

Background: The COVID-19 pandemic disrupted global health (GH) education as travel restrictions and safety concerns led to canceled international electives for residents and a shortage of experiential learning in limited resource settings. To meet this need, fellows and faculty from the Children’s Hospital of Philadelphia and Baylor College of Medicine/Texas Children’s Hospital partnered to develop a virtual case series for pediatric residents.

Objective: 1) To expand contextual knowledge on best practices and challenges in the field of pediatric GH through cases using a virtual platform. 2) To create an opportunity to build a worldwide GH network for residents and faculty.

Design/Methods: Our planning group commenced in November 2020. Recognizing the utility of the traditional case report format supported by the communities of practice theoretical framework, we adapted to a virtual format. Interactive case presentations have been led by pediatric trainees with international experience with in-depth discussion facilitated by a faculty content expert. Participants are recruited via national email distribution lists. We developed a website (mightycurriculum.org) to house session recordings, learning objectives, and resources. Post-session surveys have been administered to assess participant knowledge gain and satisfaction. Informal semi-structured interviews with key stakeholders were done to assess perceived benefits and areas for improvement.

Results: Five sessions with presenters representing 4 institutions and experiences from 5 countries have been conducted. There have been 20-30 participants per session, with more (Range: 48-129) registering in advance. The website has over 535 views by 247 visitors with 49 views of session reordings to date. Feedback from post-session surveys demonstrated knowledge gain and high satisfaction rates. One main takeaway is that key stakeholders appreciate the inclusion of international colleague expertise. Additional themes from semi-structured interviews with participants, presenters, and experts included: educational value, opportunity to network, and challenges with attendance of live sessions (Table 1).Conclusion(s): Our initial sessions have been well-received among a diverse group of globally minded residents and faculty. Based on data from semi-structured interviews, we are adjusting the post-session survey and considering additional ways to foster resident engagement in a virtual GH community in the post-pandemic climate. We are using this data to conduct a formal evaluation to ensure the curriculum is meeting our stated aims and the needs of our key stakeholders.
Table 1: Key Themes and Representative QuotesObtained from analysis of transcripts from semi-structured interviews with key stakeholders.