439. Development of Online Branched Learning Modules in Pediatric Transplant Infectious Diseases
Session: Poster Abstract Session: Innovations in Medical Education
Thursday, October 8, 2015
Room: Poster Hall
  • version 9-28-15 1630.pdf (631.1 kB)
  • Background: Pediatric transplant infectious disease (PTID) consultations are relatively uncommon in pediatric infectious disease (PID) clinical practice but may be increasing, and many PID clinicians lack training or experience in this highly-specialized field. Also, the evidence base guiding PTID practice is relatively weak, due to the scarcity of conclusive diagnostic and therapeutic trials. We sought to narrow the knowledge and experience gaps in PTID by developing an online learning program, focusing on a case-based, branched learning construct stressing realistic options and outcomes for management decisions. This work is in collaboration with the American Society for Transplantation and the Pediatric Infectious Diseases Society.

    Methods: Building on prior work establishing educational gaps in PTID, a 6-person working group prioritized learning objectives in a modified Delphi process to choose 10 target topics. The group then developed 3 case-based learning modules covering 1 or more of the priority topics. Key constructs for the modules were 1) the evidence supporting a particular decision is presented within the module; 2) items were coded to the American Board of Pediatrics PID Content Specifications when applicable; 3) learners decide on a management course and then make further choices to see varying outcomes; 4) links to references allow for learner-directed elaboration of knowledge; and 5) modules require < 45 minutes to complete. Group members vetted each module and shared with trainees at their institutions for feedback.

    Results: 3 modules (donor screening for liver transplant, pneumonia in an adolescent heart transplant recipient, and immunizations for an infant before and after cardiac transplantation) were developed. Ongoing formative evaluation includes 1-to-1 sessions with current PID fellows and utilization of electronic feedback from clinician learners to assess the modules. Evaluation focuses on clarity of instruction (content quality, ease of navigation) and on effects on learner attitudes (relevance to practice, confidence in mastering knowledge and skills, satisfaction with skills learned).

    Conclusion: Online learning modules for PTID are feasible and may impact clinical skills in a complex patient population lacking high-quality pediatric-specific management guidelines.

    Bernhard Wiedermann, MD, MA, Children's National Medical Center, Washington, DC; George Washington University School of Medicine, Washington, DC, Monica I. Ardura, DO, MSCS, Pediatrics, Infectious Diseases and Immunology, The Ohio State University and Nationwide Children’s Hospital, Columbus, OH, Lara Danziger-Isakov, MD, MPH, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, Soren Gantt, MD, PhD, University of British Columbia, Vancouver, BC, Canada, Blanca E Gonzalez, M.D, Pediatrics, Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, OH and Tanvi Sharma, MD, MPH, Pediatric Infectious Diseases, Boston Children's Hospital, Harvard Medical School, Boston, MA


    B. Wiedermann, None

    M. I. Ardura, None

    L. Danziger-Isakov, None

    S. Gantt, None

    B. E. Gonzalez, None

    T. Sharma, None

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