35. STRENGTHENING SELF-DIRECTED NIGHTTIME LEARNING THROUGH RESIDENT AS TEACHER CURRICULUM

Abstract

Background As in many other residency programs, night rotations comprise a significant portion of the curriculum at Harbor-UCLA. The National Pediatric Nighttime curriculum is a robust educational resource that was created to address the gap in nighttime education and has been provided to our residents through a residency website, though limited data existed about usage after implementation. In our program, there are no in-house hospitalist attendings at night, which requires residents to independently lead learning. Our residents were not formally trained in teaching methods until this year. Methods Resident feedback about the inpatient pediatric night rotation was solicited in the form of an online survey. Respondents were asked to rate agreement with statements on a five-point scale. Prior to the implementation of changes to the nighttime curriculum, residents participated in a Resident as Teacher lecture series. Results We obtained responses from 20 of 30 residents. 90% were not satisfied with the current state of nighttime education, and 95% did not use the nighttime curriculum. However, 80% stated that senior residents were preferred teachers. Based on these results, a strategy to increase accountability was instituted, while the Resident as Teacher intervention was ongoing. At the outset of the night rotation, expectations are now formally reviewed with assigned modules and associated questions which map to board content specifications. Completion will be tracked on the website. Resident satisfaction will be assessed in a follow-up survey at the end of the rotation, the first set of which will be available in February 2019. Conclusions In spite of the availability of nighttime curriculum, it is not being used at our program. This may indicate the need for increased mechanisms for accountability with residents, with the strategy of incorporating Resident as Teacher training to build confidence and positively frame teaching experiences. The interventions planned may be useful at other institutions with similar remote supervision from hospitalists.