48. REVISITING THE NATIONAL NIGHTTIME CURRICULUM: HOW DO RESIDENTS REALLY WANT TO LEARN AT NIGHT?

Abstract

Background Following the implementation of 2011 ACGME duty hour restrictions, the National Nighttime Curriculum (NNC), an online series of case-based PowerPoint talks, was developed and implemented. No needs assessment has been done since its creation to assess how pediatric trainees prefer to learn at night, within the context of an ever-increasing emphasis on e-learning as a curricular modality. Objective To identify the current state of the NNC modules use and perceived utility by residents, and to understand how pediatric resident trainees prefer to learn at night. Design/Methods This is an IRB-, APPD-approved mixed methods study using anonymous online surveys distributed nationally in 2019 to one chief resident from each program via email. Chief residents were chosen for their knowledge of program curricula, and their perspective served as a proxy for resident opinion. Quantitative data was analyzed with descriptive statistics. Qualitative data were coded by 2 trained reviewers using an iterative approach, reconciling any differences, and then organized into themes. Results One chief resident from 66 of 204 individual U.S. pediatric residency programs responded to the survey. Of the total respondents, only 22% (14) report having a formal nighttime curriculum in place at their program, and only 5% (3) of chief residents reported having used the NNC. Chief residents preferred in-person education at night with a facilitator (either resident-led, 35% (22), or attending led, 34% (21)) rather than self-led curricular modules (6%, 5) (Figure 1). The majority (56%, 35) of chief residents felt that online modules are not engaging, though 73% (45) admitted that online modules are easily accessible. Chief residents reported wanting brief, patient-case-centered teaching at night. Conclusion Chief residents prefer brief, patient-case-centered teaching during night shift rotations. Though computer modules are easily accessible, they are not perceived as engaging. Nighttime curricula should be modified to support brief, patient-case-centered teaching that can be facilitated through small groups.