Division of Child Neurology, Department of Pediatrics, Cohen Children's Medical Center, Lake Success, New York.
Department of Health Administration and Policy, School of Health Sciences, University of New Haven, West Haven, Connecticut.
Pediatr Neurol. 2023 Sep;146:132-138. doi: 10.1016/j.pediatrneurol.2023.06.020. Epub 2023 Jun 29.
Pediatric residencies are not preparing trainees well to manage patients with seizures and epilepsy. To address this, we implemented a six-session curriculum using active learning techniques with the goals of improving the knowledge and attitudes needed to effectively identify and treat seizures and epilepsy, and increase residents' comfort with counseling families about these topics.
A structured curriculum was implemented over the course of one month for the pediatric resident learner using andragogical methods such as didactic presentation, small-group sessions, role play, and simulation. A 15 multiple-choice question (MCQ) assessment and 13-statement attitudes inventory (AI) using Likert scales were given before the start of the curriculum and after its completion. Pretest and post-test scores were compared for the residents who attended at least three of the six sessions.
Fifty residents completed the pretest, 34 residents completed the post-test, and 24 residents completed both. Of the 24, only 19 residents attended at least half the sessions. There was a significant improvement in scores for the MCQ assessment, for each grouped AI domain, and in the proportion of residents who reported comfort with 11 of 13 AI statements.
The findings of this study demonstrate that given quality high-impact educational content, pediatric residents' knowledge about seizures and epilepsy improves significantly. It is feasible to implement active learning techniques during structured didactic time. The importance of closing the knowledge gap and improving pediatric comfort with seizures and epilepsy is essential and may translate to the much needed improvement in access to care for the patients with these disorders.
儿科住院医师培训并未使受训者充分做好管理癫痫发作和癫痫患者的准备。为了解决这个问题，我们使用主动学习技术实施了一个六节课程，目标是提高有效识别和治疗癫痫发作和癫痫所需的知识和态度，并增加住院医师在这些主题方面为家庭提供咨询的舒适度。
在一个月的时间内，使用成人教育学方法（如讲座、小组会议、角色扮演和模拟）为儿科住院医师学习者实施了结构化课程。在课程开始前和完成后，使用 15 个多项选择题（MCQ）评估和 13 个陈述态度量表（AI）使用李克特量表进行评估。对参加至少三节课的住院医师进行了预测试和后测试成绩比较。
50 名住院医师完成了预测试，34 名住院医师完成了后测试，24 名住院医师同时完成了预测试和后测试。在这 24 名住院医师中，只有 19 名住院医师参加了至少一半的课程。MCQ 评估的得分、每个分组的 AI 域的得分以及报告对 13 个 AI 陈述中的 11 个陈述感到舒适的住院医师比例都有显著提高。
本研究的结果表明，在提供高质量的高影响力教育内容的情况下，儿科住院医师对癫痫发作和癫痫的知识有了显著提高。在结构化的讲座时间内实施主动学习技术是可行的。缩小知识差距和提高儿科对癫痫发作和癫痫的舒适度的重要性至关重要，这可能会转化为对这些疾病患者获得治疗的迫切需求的改善。
