Assessment of a hemodialysis E-curriculum in postgraduate nephrology education: A pilot mixed methods study.
Journal
Clinical nephrology
ISSN: 0301-0430
Titre abrégé: Clin Nephrol
Pays: Germany
ID NLM: 0364441
Informations de publication
Date de publication:
Nov 2022
Nov 2022
Historique:
accepted:
17
10
2022
pubmed:
24
9
2022
medline:
27
10
2022
entrez:
23
9
2022
Statut:
ppublish
Résumé
Online educational modules support asynchronous E-learning and offer several advantages. This multi-institutional pilot study describes the experience among nephrology trainees, of using a faculty-developed interactive E-curriculum in hemodialysis (HD) and examines its impact on learner knowledge and satisfaction. A sequential mixed method design was developed for curriculum assessment, using a survey tool and 1 : 1 interview. Current or recent (within past 2 years) nephrology fellows from four U.S. training programs. After curriculum completion, a 6-item survey was administered to all conveniently sampled participants followed by a 1 : 1 interview of a sampled subset. Quantitative and qualitative data were analyzed using descriptive statistics and thematic analysis, respectively. 25 participants (18 Yale and 7 non-Yale) were recruited. All participants filled a 6-item Qualtrics survey after curriculum completion; 12/25 were interviewed. The majority were 1 Our study highlights the effectiveness of an asynchronous E-curriculum in promoting active learning in nephrology and provides a framework for E-curricula development. Further study is needed to assess its impact on changes in learner attitude and patient outcomes.
Sections du résumé
BACKGROUND
BACKGROUND
Online educational modules support asynchronous E-learning and offer several advantages. This multi-institutional pilot study describes the experience among nephrology trainees, of using a faculty-developed interactive E-curriculum in hemodialysis (HD) and examines its impact on learner knowledge and satisfaction.
STUDY DESIGN
METHODS
A sequential mixed method design was developed for curriculum assessment, using a survey tool and 1 : 1 interview.
SETTING AND PARTICIPANTS
METHODS
Current or recent (within past 2 years) nephrology fellows from four U.S. training programs.
MATERIALS AND METHODS
METHODS
After curriculum completion, a 6-item survey was administered to all conveniently sampled participants followed by a 1 : 1 interview of a sampled subset. Quantitative and qualitative data were analyzed using descriptive statistics and thematic analysis, respectively.
RESULTS
RESULTS
25 participants (18 Yale and 7 non-Yale) were recruited. All participants filled a 6-item Qualtrics survey after curriculum completion; 12/25 were interviewed. The majority were 1
CONCLUSION
CONCLUSIONS
Our study highlights the effectiveness of an asynchronous E-curriculum in promoting active learning in nephrology and provides a framework for E-curricula development. Further study is needed to assess its impact on changes in learner attitude and patient outcomes.
Identifiants
pubmed: 36149024
pii: 189730
doi: 10.5414/CN110778
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM