Pediatric Intensive Care Unit Resident Educational Curriculum

Introduction Consistent medical knowledge acquisition while caring for the critically ill can be challenging for learners and educators in the pediatric intensive care unit (PICU), a unit often distinguished by fluctuating acuity and severity. We implemented a standardized didactic curriculum for PI...

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Autores principales:	Uchechi Oddiri, Grace Chong
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2020
Materias:	PICU Pediatric Intensive Care Curriculum Critical Care Medicine Pediatric Critical Care Medicine Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/45bfbf13fe7b4bd6a6e7c7ea6b6f27e3
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spelling	oai:doaj.org-article:45bfbf13fe7b4bd6a6e7c7ea6b6f27e32021-11-19T14:52:57ZPediatric Intensive Care Unit Resident Educational Curriculum10.15766/mep_2374-8265.109992374-8265https://doaj.org/article/45bfbf13fe7b4bd6a6e7c7ea6b6f27e32020-10-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10999https://doaj.org/toc/2374-8265Introduction Consistent medical knowledge acquisition while caring for the critically ill can be challenging for learners and educators in the pediatric intensive care unit (PICU), a unit often distinguished by fluctuating acuity and severity. We implemented a standardized didactic curriculum for PICU residents to facilitate their acquisition and retention of knowledge in core PICU topics. Methods We developed a comprehensive standardized curriculum for PGY 2-PGY 4 PICU pediatric and internal medicine-pediatric residents. Thirteen core topics were administered as 30-minute didactic sessions during the rotation, using either PowerPoint slides or a dry-erase board. Residents were tested to assess knowledge acquisition and retention. Results Seventy-eight residents participated, 86% of whom completed posttests. Seventeen percent completed follow-up tests. Of the learners who participated, 60 (77%) completed pretests and posttests, indicating their confidence level each time. The pretest mean was 55% (SD = 14.4%), and the posttest mean was 64% (SD = 15.6%). This 9% increase was statistically significant (p = .001; CI, 3.9% to 14.8%). The follow-up test at 3 months, completed by 15% of this subgroup, demonstrated a mean score of 62% (SD = 14.5%). When matched with posttest scores (mean score of 64%, SD = 13.3%), there was no significant difference (p = .7398; CI, −11.7% to 16.2%), suggesting retention of previously acquired knowledge. Discussion Our standardized didactic curriculum effectively facilitated the acquisition and retention of the medical knowledge of core PICU topics among PICU residents, in addition to their usual experiential learning.Uchechi OddiriGrace ChongAssociation of American Medical CollegesarticlePICUPediatric Intensive CareCurriculumCritical Care MedicinePediatric Critical Care MedicineMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 16 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	PICU Pediatric Intensive Care Curriculum Critical Care Medicine Pediatric Critical Care Medicine Medicine (General) R5-920 Education L
spellingShingle	PICU Pediatric Intensive Care Curriculum Critical Care Medicine Pediatric Critical Care Medicine Medicine (General) R5-920 Education L Uchechi Oddiri Grace Chong Pediatric Intensive Care Unit Resident Educational Curriculum
description	Introduction Consistent medical knowledge acquisition while caring for the critically ill can be challenging for learners and educators in the pediatric intensive care unit (PICU), a unit often distinguished by fluctuating acuity and severity. We implemented a standardized didactic curriculum for PICU residents to facilitate their acquisition and retention of knowledge in core PICU topics. Methods We developed a comprehensive standardized curriculum for PGY 2-PGY 4 PICU pediatric and internal medicine-pediatric residents. Thirteen core topics were administered as 30-minute didactic sessions during the rotation, using either PowerPoint slides or a dry-erase board. Residents were tested to assess knowledge acquisition and retention. Results Seventy-eight residents participated, 86% of whom completed posttests. Seventeen percent completed follow-up tests. Of the learners who participated, 60 (77%) completed pretests and posttests, indicating their confidence level each time. The pretest mean was 55% (SD = 14.4%), and the posttest mean was 64% (SD = 15.6%). This 9% increase was statistically significant (p = .001; CI, 3.9% to 14.8%). The follow-up test at 3 months, completed by 15% of this subgroup, demonstrated a mean score of 62% (SD = 14.5%). When matched with posttest scores (mean score of 64%, SD = 13.3%), there was no significant difference (p = .7398; CI, −11.7% to 16.2%), suggesting retention of previously acquired knowledge. Discussion Our standardized didactic curriculum effectively facilitated the acquisition and retention of the medical knowledge of core PICU topics among PICU residents, in addition to their usual experiential learning.
format	article
author	Uchechi Oddiri Grace Chong
author_facet	Uchechi Oddiri Grace Chong
author_sort	Uchechi Oddiri
title	Pediatric Intensive Care Unit Resident Educational Curriculum
title_short	Pediatric Intensive Care Unit Resident Educational Curriculum
title_full	Pediatric Intensive Care Unit Resident Educational Curriculum
title_fullStr	Pediatric Intensive Care Unit Resident Educational Curriculum
title_full_unstemmed	Pediatric Intensive Care Unit Resident Educational Curriculum
title_sort	pediatric intensive care unit resident educational curriculum
publisher	Association of American Medical Colleges
publishDate	2020
url	https://doaj.org/article/45bfbf13fe7b4bd6a6e7c7ea6b6f27e3
work_keys_str_mv	AT uchechioddiri pediatricintensivecareunitresidenteducationalcurriculum AT gracechong pediatricintensivecareunitresidenteducationalcurriculum
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Pediatric Intensive Care Unit Resident Educational Curriculum

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