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Abstract: SA-PO026

Online Anemia: An Online Educational Approach to the Management of Outpatient Renal Anemia

Session Information

  • Educational Research
    November 09, 2019 | Location: Exhibit Hall, Walter E. Washington Convention Center
    Abstract Time: 10:00 AM - 12:00 PM

Category: Educational Research

  • 800 Educational Research

Authors

  • Nakhoul, Georges, Cleveland Clinic Foundation, Cleveland, Ohio, United States
  • Taliercio, Jonathan J., Glickman Urological and Kidney Institute, Cleveland, Ohio, United States
  • Vachharajani, Tushar J., Glickman Urological & Nephrology Institute, Cleveland, Ohio, United States
  • Daou, Remy, Saint Joseph University, Beirut, Lebanon
  • Green, Wendy M., Cleveland State University, Cleveland, Ohio, United States
  • Foshee, Cecile M., Cleveland Clinic, Cleveland Heights, Ohio, United States
Background

Nephrology trainees spend the majority of clinical training in the acute inpatient setting. Unfortunately, the lack of ambulatory experience results in the inexperience of new graduates to manage patients with chronic disease longitudinally. One area of weakness is the management of renal anemia, which is further exacerbated by the mainstream use of anemia protocols. We decided to address this educational gap by creating a comprehensive online module.

Methods

Using the Cleveland Clinic “MyLearning” platform, we constructed an interactive online module that focuses on renal anemia, and we focused particularly on the landmark trials. The module incorporated several tools such as infographics and embedded videos. The module also included problem-based case discussions that gave the opportunity for teacher feedback. Prior to its implementation, the module was piloted by faculty and students. Eight nephrology fellows received a 30-minute orientation course discussing the goals and objectives along with the expectations and assignments. They filled out an anonymous 10- question pre-test to assess their baseline renal anemia knowledge. The time allotted for completion of the module was 1 month. Upon module completion, fellows were required to complete a 10-question post-test and a 4 point Likert-scale questionnaire/feedback survey addressing six parameters: program interface, user engagement, education value, course feedback, interest in dissemination and need for improvement. Six months after module completion, fellows completed the same 10-question post-test in order to assess long-term retention.

Results

All 8 fellows completed all the surveys. Fellows scored an average of 49% on the 10-question pretest vs. an average of 79% on the 10-question post-test. At 6 months, the average post-test score was 65%. The overall impression of the online module was positive with 100% of fellows favoring the modules, finding them useful and asking to duplicate the approach in other topics. Fifty percent of the fellows preferred less content. Twenty-five percent of fellows found that the module could use technical improvement with the interface.

Conclusion

Online modules can be used with success in training programs as an adjunct to traditional education. Our experience shows improvement in both short-term and long-term retention.