Wellington Regional Medical Center, Envision Health Services, Wellington, Florida.
The Perinatal Institute, Section of Neonatology, Perinatal and Pulmonary Biology, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio.
Am J Perinatol. 2024 Oct;41(13):1874-1879. doi: 10.1055/s-0044-1782599. Epub 2024 Mar 15.
Although the Accreditation Council for Graduate Medical Education and American Board of Pediatrics (ABP) provide regulations and guidance on fellowship didactic education, each program establishes their own didactic schedules to address these learning needs. Wide variation exists in content, educators, amount of protected educational time, and the format for didactic lectures. This inconsistency can contribute to fellow dissatisfaction, a perceived poor learning experience, and poor attendance. Our objective was to create a Neonatal-Perinatal Medicine (NPM) fellow curriculum based on adult learning theory utilizing fellow input to improve the perceived fellow experience.
A needs assessment of current NPM fellows at Cincinnati Children's Hospital was conducted to guide the development of a new curriculum. Fellow perception of educational experience and board preparedness before and after introduction of the new curriculum was collected. Study period was from October 2018 to July 2021.
One hundred percent of the fellows responded to the needs assessment survey. A response rate of 100 and 87.5% were noted on mid-curriculum survey and postcurriculum survey, respectively. Key themes identified and incorporated into the curriculum included schedule structure, content, and delivery mode. A new didactic curriculum implementing a consistent schedule of shorter lectures grouped by organ system targeting ABP core content was created. After curriculum implementation, fellows had higher self-perception of board preparedness, and overall improved satisfaction.
Our positive experience in implementing this curriculum provides a framework for individual programs to implement similar curricula, and could be utilized to aid in development of national NPM curricula.
· Fellowship didactic education varies significantly resulting in learner dissatisfaction and poor attendance.. · Widespread need to restructure didactic curricula exists.. · Our study provides a framework for future curricula..
尽管研究生医学教育认证委员会和美国儿科学会（ABP）对专科住院医师的教学教育提供了规定和指导，但每个项目都制定了自己的教学计划，以满足这些学习需求。在内容、教育者、受保护的教育时间量以及教学讲座的形式等方面存在很大差异。这种不一致性可能导致住院医师不满、学习体验不佳和出勤率低。我们的目标是根据成人学习理论，利用住院医师的投入，为新生儿-围产医学（NPM）住院医师创建一个课程，以改善住院医师的体验。
对辛辛那提儿童医院的 NPM 住院医师进行了当前需求评估，以指导新课程的开发。在引入新课程之前和之后，收集了住院医师对教育体验和准备委员会考试的看法。研究期间为 2018 年 10 月至 2021 年 7 月。
100%的住院医师对需求评估调查做出了回应。在中期课程调查和课程结束后调查中，分别记录了 100%和 87.5%的回复率。课程中纳入了关键主题，包括课程结构、内容和教学模式。创建了一个新的教学课程，实施了一个新的课程，该课程采用了更短的、按器官系统分组的、针对 ABP 核心内容的教学时间表。在课程实施后，住院医师对准备委员会考试的自我认知更高，总体满意度也有所提高。
我们在实施该课程方面的积极经验为各个项目实施类似课程提供了框架，并可用于协助制定国家 NPM 课程。
· 住院医师教学教育差异很大，导致学习者不满和出勤率低。· 广泛需要重新构建教学课程。· 我们的研究为未来的课程提供了框架。
