Abstract: SA-PO007
The Nephrology Immersion Classroom: Using Digital Videos to Boost Knowledge in Nephrology
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
- Roberts, John K., Duke University, Durham, North Carolina, United States
- Wolf, Myles, Duke University, Durham, North Carolina, United States
Background
Improving residents' nephrology knowledge is one way to stimulate interest and self-efficacy in nephrology. Newer methods of resident education should be sought to better personalize the learning process and meet resident needs. One way to foster self-directed, asynchronous learning is through digital chalk talk videos. We hypothesized that adding a nephrology video curriculum to a nephrology rotation would improve medical knowledge in internal medicine residents.
Methods
Internal medicine residents (post-graduate year 2/3+) on the nephrology consult rotation were invited to participate in the study. In both a control and intervention year (access to the videos), we surveyed and tested residents’ knowledge using 15 case-based multiple-choice questions (MCQs) before and after their nephrology rotation. We created a library of 32 short, digital blackboard videos that covered high-yield topics in nephrology. We hosted the video curriculum on Google Classroom, so that access could be restricted to study participants and they could view content using the Google Classroom smartphone app. In the post-rotation survey, we measured satisfaction and usability of the nephrology classroom.
Results
39 residents completed the nephrology rotation in the control group and 26 (66%) participated in the study. In the intervention group, 33 residents completed the nephrology rotation, 25 (75%) enrolled in the Google classroom, and 30 (90%) participated in the study. Performance on nephrology MCQs improved between the pre and post-tests in both years, but the difference was not statistically different. During the study period, videos were viewed on average 5.6 times and the classroom was considered very easy to use. Other usability metrics suggest high levels of satisfaction with the video curriculum.
Conclusion
Adding a digital chalk talk curriculum did not improve short-term medical knowledge, but hosting videos on a mobile classroom platform resulted in modest usage with high resident satisfaction. Efforts to boost video views may improve both short and long term learning outcomes.
Nephrology Medical Knowledge in Control and Intervention Years
| Study Condition | Control | Intervention | ||
| Pre-Test | Post-Test | Pre-Test | Post-Test | |
| Number | 18 | 21 | 29 | 22 |
| Median time to complete (min) | 30 | 33 | 38 | 40 |
| Mean Number of Correct Questions (%) | 8.7 (58%) | 10 (68%) | 8.3 (56%) | 9.5 (63%) |
Interim analysis, full data will be available by Oct 2019
Funding
- Private Foundation Support