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.
L. Danziger-Isakov, None
S. Gantt, None
B. E. Gonzalez, None
T. Sharma, None