Division of Nephrology, Department of Medicine, Duke University Medical Center, Durham, North Carolina.
Division of Infectious Disease, Department of Medicine, Duke University Medical Center, Durham, North Carolina.
Kidney360. 2020 Aug 20;1(10):1060-1067. doi: 10.34067/KID.0001882020. eCollection 2020 Oct 29.
In graduate medical education (GME), there are many barriers to achieving a personalized learning process with standardized learning outcomes. One way to support this is through mobile-friendly digital blackboard videos. We sought to measure the effect of a mobile-friendly video curriculum on resident satisfaction, knowledge, and clinical skills during a nephrology rotation.
This was a prospective, controlled, nonrandomized trial. The control group consisted of internal medicine residents who completed our inpatient nephrology consult rotation as usual. The classroom group had the same clinical experience, but also had access to a library (Nephrology Immersion Classroom) of mobile-friendly, nephrology-themed, digital blackboard videos. In a postrotation assessment, we measured resident satisfaction, clinical knowledge using 15 multiple-choice questions, and nephrology-specific clinical skills.
Of the residents in the classroom group, 77% enrolled in the online classroom, and the majority reported using the classroom occasionally or frequently. A majority found it very easy to use (86%) and strongly recommended having similar videos for other rotations (77%). We observed improved report of rotation-specific clinical skills, but no difference in short-term knowledge between the two study groups.
A mobile-friendly, digital video curriculum for internal medicine residents on an inpatient consult rotation was well utilized, highly rated, and associated with improved nephrology-specific clinical skills. Continued evaluation and incremental improvement of such resources could enhance implementation of GME core curricula.
在研究生医学教育（GME）中，要实现标准化学习成果的个性化学习过程存在许多障碍。支持这一点的一种方法是通过移动友好型数字黑板视频。我们旨在衡量移动友好型视频课程对肾病学轮转期间住院医师满意度、知识和临床技能的影响。
这是一项前瞻性、对照、非随机试验。对照组由完成我们常规住院内科肾病咨询轮转的内科住院医师组成。课堂组具有相同的临床经验，但也可以访问一个移动友好型、以肾病学为主题的数字黑板视频库（肾病学沉浸式课堂）。在轮转后评估中，我们衡量了住院医师的满意度、使用 15 道多项选择题的临床知识以及肾病学特定的临床技能。
课堂组中有 77%的住院医师注册了在线课堂，大多数人报告偶尔或经常使用课堂。大多数人发现它非常易于使用（86%），并强烈建议为其他轮转提供类似的视频（77%）。我们观察到轮转特定临床技能的报告有所改善，但两组研究之间的短期知识没有差异。
内科住院医师在住院咨询轮转中使用的移动友好型数字视频课程得到了很好的利用，得到了高度评价，并与改善的肾病学特定临床技能相关。此类资源的持续评估和逐步改进可以增强研究生医学教育核心课程的实施。
