2264. Use of Spaced Education Curriculum to Improve Infectious Disease Fellowship Educational Experience
Session: Poster Abstract Session: Teaching the Future: Education in Infectious Diseases
Saturday, October 29, 2016
Room: Poster Hall
  • Q Stream IDSA Poster 6 Oct AEB- PDF.pdf (313.6 kB)
  • Background: The San Antonio Uniformed Services Health Education Consortium Infectious Disease (ID) Fellowship program historically included a monthly short answer and multiple choice quiz. After completion, it was discussed in a small group with faculty.  Informal feedback was variable on satisfaction. Spaced interval education is useful in retention of medical knowledge and skills by medical students and residents. Its use in ID Fellowship education has not been described.  To improve the quiz experience, we assessed the introduction of spaced education curriculum in our program.

    Methods: A pre-intervention survey was distributed to assess the monthly quiz with Likert scale and open ended questions. A multiple-choice question spaced education curriculum was created using the Qstream© platform in 2011. Faculty development on question writing was conducted. 2 questions were delivered every 2 days. Incorrectly and correctly answered questions were repeated after 7 and 13 days respectively. Questions needed to be answered correctly twice to be retired. Fellow satisfaction was assessed at semi-annual fellowship reviews.

    Results: Pre-intervention survey of 6 fellows indicated dissatisfaction with the time commitment of the monthly quiz (median Likert score of 2, mean 6.5 hours to complete), neutral in perceived utility, but satisfaction with knowledge retention (Likert 4). 18 Fellows over 4 years participated in the spaced education curriculum. 3 quizzes with 20, 39, and 48 questions were designed.  59% of questions were answered correctly on first attempt, improving to 94% correct answer rate at the end of the analysis. Questions were attempted 2,999 times. Fellows indicated consistently that the platform was “highly enjoyed,” “beneficial,” “fun format,” and were “completely satisfied.” Fellows additionally commented they desired more questions and considered the platform helpful in board preparation.

    Conclusion: Introduction of a spaced education curriculum resulted in a sustained positive learner experience for > 4 years with demonstrated mastery of material. Spaced education learning is a viable addition to augment ID Fellowship experience. Correct answer data may also be useful to perform ACGME required objective assessment of knowledge.

    Alice Barsoumian, MD and Heather Yun, MD, FIDSA, San Antonio Military Medical Center, Joint Base San Antonio-Fort Sam Houston, TX


    A. Barsoumian, None

    H. Yun, None

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