부산대학교 도서관

Abstract Introduction Our pediatric residency program has transitioned from a daily noon conference to an academic half-day model in which educational topics are focused into half a day per week. Programs that have adopted this approach have reported improved attendance, lowered distractibility, and improved satisfaction using this approach. Selection of topics to be included in the academic half-day was based on a variety of factors including previous noon conference topics, the American Board of Pediatrics Examination topic outline, and input from cardiology faculty, residency program directors, chief residents, and other faculty from our department of medical education. Methods The curriculum was designed as a 3-year curriculum so that as an individual resident moves through residency, he/she will be exposed to a different set of cardiology topics each year. In order to determine the effectiveness of the curriculum, the residents participated in an anonymous assessment tool that involved multiple-choice questions voted on by text message. Participants were posed a series of five questions that corresponded with the learning objectives for the session. At the completion of the session, the same assessment tool was administered to evaluate whether or not the learning objectives had been met. Results We found that posttest scores increased after completing the modules. For example, in the PL-2&3 session, the percentage of correct responses increased from 76% (13/17) to 100% (14/14) when asked about the goal of diuretic therapy in congestive heart failure due to a large ventricular septal defect. Similarly, none of the 16 pretest respondents chose the correct answer when asked what finding on ECG made sinus tachycardia more likely than a dysrhythmia, and 84% (11/13) correctly chose heart rate variability on the posttest. Discussion Our approach was to teach the most clinically relevant topics to that are encountered in pediatric cardiology clinic & the inpatient cardiology consult service. A strength of this approach is that residents have the opportunity to share an uninterrupted hour with cardiology faculty, focusing on case-based learning of high-yield topics.