SESSION TITLE: Advances in Pulmonary and Critical Care Training SESSION TYPE: Original Investigations PRESENTED ON: 10/08/2018 01:30 pm - 02:30 pm PURPOSE: Critical care ultrasound (CCUS) remains an important skill for critical care physicians. Currently, there is no standard approach to teaching CCUS. This study investigates the feasibility of implementing a CCUS curriculum via a social media platform and evaluating the impact on a fellow’s self-perceived competency in CCUS, and interest in content delivery. METHODS: University of Southern California pulmonary and critical care fellows were provided the usual CCUS curriculum with a pre-knowledge and skills assessment followed by a 2 day hands-on bootcamp. After the bootcamp, fellows were invited to join a private CCUS Facebook group which provided 41 core skills divided into 5 systems delivered over 20 weeks - posts included quizzes, cases, images, movies, and management-type questions along with links to webpages and articles. The traffic, number of views, and usage over time was monitored. Enrollment was voluntary. A post-intervention survey, utilizing a 5-point Likert scale, gauging the effectiveness of Facebook as an educational platform was distributed. RESULTS: 10 of 21 fellows (47.6%) participated in the Facebook group, with 3 first year (30%), 4 second year (40%), and 2 third year (20%) fellows. Of the 41 posts, the mean number of posts viewed was 24 with a range of 8 to 36. 90% responded to the post-intervention survey. 44% responded they would participate again in a Facebook education group with 33% responding maybe. 56% responded Facebook was an effective platform for delivering content. 89% responded the content was moderately to very useful. 56% responded it enhanced their CCUS education with 44% stating it motivated them to learn more. CONCLUSIONS: Among a heterogeneous group at different years of training, the overall responses from the post-intervention survey were positive. We believe that Facebook is a viable method for implementing a CCUS curriculum and most of the fellows that participated agree and would join a similar group again if given the choice. The fact that most of the fellows stated that the content was useful and had enhanced their education and some of the fellows stated that it motivated them to learn more further shows that Facebook and social media may be a beneficial adjunct for different types of learners. CLINICAL IMPLICATIONS: Social media is readily accessible with multiple platforms to choose from. Beyond connecting colleagues in a novel Socratic method, potential benefits include spaced learning, active participation, and an informal and personal learning environment. We have demonstrated that social media can be used as an adjunct to a more traditional curriculum with generally positive reception. Whether participation in the Facebook group improves knowledge will be assessed in this group through post-testing. Future study needs to be done to explore effectiveness of other platforms and other content area, and potential reach outside one fellowship program. DISCLOSURES: No relevant relationships by Roozehra Khan, source=Web Response No relevant relationships by May Lee, source=Web Response No relevant relationships by Alfredo Lee Chang, source=Web Response No relevant relationships by Shiqian Li, source=Web Response No relevant relationships by Bassam Yaghmour, source=Web Response