Online Problem Based Learning for Pediatric Pulmonary Fellowship Training: A Novel Strategy During a Global Pandemic

Abstract

RATIONALE Problem based learning (PBL) is an accepted learner-centered educational method across most medical schools in North America. PBL uses a case-based approach in small group discussions to enhance medical learning . Social distancing restrictions of the Covid19 pandemic have limited in person small group interactions to online conferencing platforms. Here we pilot the feasibility and acceptability of an online PBL based curriculum across separate institutions for pediatric pulmonary fellowship training during a global pandemic. METHODS Ten Pediatric Pulmonary fellows from three institutions were asked to participate in online PBL sessions via Zoom™. Two groups of five fellows met quarterly over two separate sessions: 1) to review a specific patient case to establish learning objectives and 2) to discuss what was learned and to evaluate their performance during PBL. PBL sessions were also attended by a pulmonary attending who served as group tutor to facilitate discussion and ensure educational goals were met. Satisfaction and content-based surveys were completed following each PBL session. RESULTS Ten fellows participated across three institutions. Most were female (8/10) with an MD degree (n=8);2 with a DO degree. There were 3 first year, 3 second year, and 4 third year fellows. Most were new to PBL (8/10) and all were interested in trying PBL. To date, 2 PBL sessions have been completed. Most judged their knowledge about the specific patient case as 'some knowledge' prior to each PBL (63% & 67%). Following completion of each PBL, most felt 'a lot learned' (80% & 75%) and confident to very confident to teach others about the case (100% & 100%). Content based quiz scores were stable or improved (81% to 82% & 70% to 85% correct) following PBL. PBL tutors rated the PBL sessions on a Likert scale as 8.5 out of 10 in effectiveness. CONCLUSIONS So far, online PBL learning is both acceptable and feasible for casebased learning for pediatric pulmonary fellows across three institutions with overall positive trends in contentbased test performance as well as positive satisfaction reviews. Two more PBL sessions are planned. Given the ability to administer small group PBL sessions virtually, there is potential for larger scale trials of virtual PBL in pediatric pulmonology training across multiple institutions. Virtual PBL is a possible unifying and effective strategy to enhance small group discussion-based learning when in-person sessions are precluded.