Project CARPE Diem: Curriculum and Assessment for Residents on Pediatric Epilepsy

Abstract

BackgroundPediatric residencies are not preparing trainees well to manage patients with seizures and epilepsy. To address this, we implemented a six-session curriculum using active learning techniques with the goals of improving the knowledge and attitudes needed to effectively identify and treat seizures and epilepsy, and increase residents’ comfort with counseling families about these topics. MethodsA structured curriculum was implemented over the course of one month for the pediatric resident learner using andragogical methods such as didactic presentation, small-group sessions, role play, and simulation. A 15 multiple-choice question (MCQ) assessment and 13-statement attitudes inventory (AI) using Likert scales were given before the start of the curriculum and after its completion. Pretest and post-test scores were compared for the residents who attended at least three of the six sessions. ResultsFifty residents completed the pretest, 34 residents completed the post-test, and 24 residents completed both. Of the 24, only 19 residents attended at least half the sessions. There was a significant improvement in scores for the MCQ assessment, for each grouped AI domain, and in the proportion of residents who reported comfort with 11 of 13 AI statements. ConclusionThe findings of this study demonstrate that given quality high-impact educational content, pediatric residents’ knowledge about seizures and epilepsy improves significantly. It is feasible to implement active learning techniques during structured didactic time. The importance of closing the knowledge gap and improving pediatric comfort with seizures and epilepsy is essential and may translate to the much needed improvement in access to care for the patients with these disorders.