Fund of Knowledge: Basic research methodology•Pre-test mean: 56% ± 8%•Post-test mean: 65% ± 6%

• N=11, p value <0.01

Comfort with research:•Difference between pre-test means and post-test means significant in all 6 categories (N=11)

Responses to module experience questions:•Average time to complete modules: 25 min

• Range 10 minutes – 60 minutes

•100% of those completing modules would recommend to fellow residents

• N=11

Insert Program or Hospital Logo

Introduction • The Accreditation Council of Graduate Medical

Education requires pediatric residency programs to incorporate a curriculum that advances resident knowledge of basic research and assures scholarly activity participation.1

• There is a lack of organized, formal education in our residency program on how to develop and execute academic research. With the challenges of meeting for didactic education in the era of duty hour restrictions, there needs to be a mechanism for residents to learn this information independently.

• The aim of the project was to develop two online modules using the SoftChalk e-learning software to promote active learning of the process necessary to conduct a research project and write a case report.

Curriculum Development and Evaluation for Resident Education in Research

Monica L. Huff, MD1 and Cara Geary, MD, PhD2

1Pediatric Resident - PGY3, 2Associate Professor, Department of Pediatrics, Division of Neonatology, University of Texas Medical Branch, Galveston, TX

Curriculum Design

Abstract

To improve pragmatic education on how to complete residency research projects, an independent, online, module-based curriculum of the research process was designed. The resident research curriculum was developed to introduce the learner to writing a case report and the basics of research design and initiation of a research project. Surveys were conducted prior to and after module completion to assess for comfort level and readiness to partake in a residency scholarly activity. Fund of knowledge was also examined before and after module completion. Improvement in basic research knowledge and an increase in comfort, confidence and readiness to undertake a scholarly project during residency were seen at module completion. The online modules have now become a required component of the resident research curriculum at UTMB.

Methods

Conclusions

• The major aspect of this activity was the development of the research curriculum

• The evaluative component showed improvement in both comfort level and research process knowledge

• Since its development and initial implementation, the online module curriculum has been incorporated into the required intern research curriculum

• Future aims: further development of online research curriculum, including introductory statistics, data analysis and research presentations

References1. Accreditation Council for Graduate Medical Education.

Residency program training requirements. Available at: www.acgme.org. Accessed May 1, 2014.

2. Kumar, Ranjit. Research Methodology: A step by step guide for beginners (3rd Ed). 2001. London. Sage Publications.

3. Cohen H. How to write a patient case report. Am J Health Syst Pharm. 2006; 63(19):1888—92.

4. Aitken LM, Marshall AP. Writing a case study: Ensuring a meaningful contribution to the literature. Australian Critical Care. 2007;20:132–136.

Texas Pediatric Society Electronic Poster Contest

Effective module creation, case report writing and research design were extensively studied prior to designing the online research modules. Three online education platforms, Design-A-Case, SoftChalk and Microsoft Powerpoint, for module creation were explored. The SoftChalk software was chosen and detailed use of it was learned before module creation.  Two modules, Introduction to the Resident Research Program and How to Write a Case Report, were designed and created within SoftChalk software and published to the UTMB pediatric website. These modules were then pilot tested with the second year resident class (n=12) and chosen faculty members and feedback ascertained. Based on the open feedback, the modules were updated and provided to the 12 members of the intern resident class prior to their introduction to the UTMB Resident Research Program. An anonymous, survey-based evaluative component was given prior to and at the completion of the active learning experience.

Evaluation of the modules included:1.Basic research fund of knowledge2.Comfort with research3.Subjective, experiential questions regarding module completion

Evaluation of resident comfort with research was based on a Likert scale with scores ranging from 1 (least comfortable) to 5 (very comfortable). The survey asked questions regarding comfort with research components, basic terminology, research process, structure of the resident research program, confidence in ability to undertake a research project and readiness to complete a project.

Pre-test Post-test p value

Components 3.45 ± 0.82 4.18 ± 0.60 0.0118

Terminology 3.54 ± 0.69 4.09 ± 0.70 0.0126

Process 2.64 ± 1.02 4.18 ± 0.75 0.0019

Structure 2.91 ± 0.94 4.27 ± 0.77 0.0007

Confidence 2.63 ± 0.81 4 ± 0.77 0.0012

Readiness 2.54 ± 1.04 3.91 ± 0.83 0.0028

Results

Figure 1. Example of screen shot of How to Write a Case Report online module.

Figure 2. Example of screen shot of Introduction to the UTMB Resident Research Program module