Presenter Status

Fellow

Abstract Type

Research

Primary Mentor

Sanket Shah, MD

Start Date

12-5-2021 11:30 AM

End Date

12-5-2021 1:30 PM

Presentation Type

Poster Presentation

Description

Background: Adequate echocardiographic (echo) education is integral to successful cardiology training. Online education is proven to be effective in other specialties, but pediatric echo training data are lacking.

Objectives/Goal: Our aim was to design and assess the role of a novel online module-based curriculum to enhance pediatric cardiology fellows’ echo education.

Methods/Design: Four interactive modules, focused on principles and interpretation of a normal echo, were delivered to fellows. Content included high quality 2D and 3D echo clips as well as interactive quizzes and could be accessed from a phone, tablet, or computer. All fellows completed pre- and post-tests, validated by independent expert imagers, and surveys.

Results: 100% of pediatric cardiology fellows (n=7) participated in the pilot study. Test scores improved after completing the modules, and most fellows maintained a higher score at 4-weeks, suggesting good knowledge retention. Self-assessed confidence in echo knowledge and interpretation, as assessed on a numeric scale, also improved.

Conclusions: Online microteaching modules can provide a valuable adjunct to traditional echo education in cardiology fellowships. Our digital, phone-accessible curriculum was well received by fellows and was associated with an objective and subjective improvement in their understanding and interpretation of a normal echo. Further expansion of such modules will be beneficial in the evolving era of virtual education in the face of the COVID-19 pandemic.

MeSH Keywords

Medical Education; Microlearning; Echocardiography; Pediatric Cardiology

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May 12th, 11:30 AM May 12th, 1:30 PM

Online Echocardiography Modules for Pediatric Cardiology Fellows

Background: Adequate echocardiographic (echo) education is integral to successful cardiology training. Online education is proven to be effective in other specialties, but pediatric echo training data are lacking.

Objectives/Goal: Our aim was to design and assess the role of a novel online module-based curriculum to enhance pediatric cardiology fellows’ echo education.

Methods/Design: Four interactive modules, focused on principles and interpretation of a normal echo, were delivered to fellows. Content included high quality 2D and 3D echo clips as well as interactive quizzes and could be accessed from a phone, tablet, or computer. All fellows completed pre- and post-tests, validated by independent expert imagers, and surveys.

Results: 100% of pediatric cardiology fellows (n=7) participated in the pilot study. Test scores improved after completing the modules, and most fellows maintained a higher score at 4-weeks, suggesting good knowledge retention. Self-assessed confidence in echo knowledge and interpretation, as assessed on a numeric scale, also improved.

Conclusions: Online microteaching modules can provide a valuable adjunct to traditional echo education in cardiology fellowships. Our digital, phone-accessible curriculum was well received by fellows and was associated with an objective and subjective improvement in their understanding and interpretation of a normal echo. Further expansion of such modules will be beneficial in the evolving era of virtual education in the face of the COVID-19 pandemic.

 

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