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Pediatric Resident Engagement With an Online Critical Care Curriculum During the Intensive Care Rotation*

Residents are often assigned online learning materials as part of blended learning models, superimposed on other patient care and learning demands. Data that describe the time patterns of when residents interact with online learning materials during the ICU rotation are lacking. We describe resident...

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Autores principales: Daniel, Dennis A., Poynter, Sue E., Landrigan, Christopher P., Czeisler, Charles A., Burns, Jeffrey P., Wolbrink, Traci A.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Lippincott Williams & Wilkins 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7597756/
https://www.ncbi.nlm.nih.gov/pubmed/32590830
http://dx.doi.org/10.1097/PCC.0000000000002477
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author Daniel, Dennis A.
Poynter, Sue E.
Landrigan, Christopher P.
Czeisler, Charles A.
Burns, Jeffrey P.
Wolbrink, Traci A.
author_facet Daniel, Dennis A.
Poynter, Sue E.
Landrigan, Christopher P.
Czeisler, Charles A.
Burns, Jeffrey P.
Wolbrink, Traci A.
author_sort Daniel, Dennis A.
collection PubMed
description Residents are often assigned online learning materials as part of blended learning models, superimposed on other patient care and learning demands. Data that describe the time patterns of when residents interact with online learning materials during the ICU rotation are lacking. We describe resident engagement with assigned online curricula related to time of day and ICU clinical schedules, using website activity data. DESIGN: Prospective cohort study examining curriculum completion data and cross-referencing timestamps for pre- and posttest attempts with resident schedules to determine the hours that they accessed the curriculum and whether or not they were scheduled for clinical duty. Residents at each site were cohorted based on two differing clinical schedules—extended duration (>24 hr) versus shorter (maximum 16 hr) shifts. SETTING: Two large academic children’s hospitals. SUBJECTS: Pediatric residents rotating in the PICU from July 2013 to June 2017. INTERVENTIONS: None. MEASUREMENTS AND MAIN RESULTS: One-hundred and fifty-seven pediatric residents participated in the study. The majority of residents (106/157; 68%) completed the curriculum, with no statistically significant association between overall curriculum completion and schedule cohort at either site. Residents made more test attempts at nighttime between 6 pm and 6 am (1,824/2,828; 64%) regardless of whether they were scheduled for clinical duty. Approximately two thirds of test attempts (1,785/2,828; 63%) occurred when residents were not scheduled to work, regardless of time of day. Forty-two percent of all test attempts (1,199/2,828) occurred between 6 pm and 6 am while off-duty, with 12% (342/2,828) occurring between midnight and 6 am. CONCLUSIONS: Residents rotating in the ICU completed online learning materials mainly during nighttime and off-duty hours, including usage between midnight and 6 am while off-duty. Increasing nighttime and off-duty workload may have implications for educational design and trainee wellness, particularly during busy, acute clinical rotations, and warrants further examination.
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spelling pubmed-75977562020-10-30 Pediatric Resident Engagement With an Online Critical Care Curriculum During the Intensive Care Rotation* Daniel, Dennis A. Poynter, Sue E. Landrigan, Christopher P. Czeisler, Charles A. Burns, Jeffrey P. Wolbrink, Traci A. Pediatr Crit Care Med Education Residents are often assigned online learning materials as part of blended learning models, superimposed on other patient care and learning demands. Data that describe the time patterns of when residents interact with online learning materials during the ICU rotation are lacking. We describe resident engagement with assigned online curricula related to time of day and ICU clinical schedules, using website activity data. DESIGN: Prospective cohort study examining curriculum completion data and cross-referencing timestamps for pre- and posttest attempts with resident schedules to determine the hours that they accessed the curriculum and whether or not they were scheduled for clinical duty. Residents at each site were cohorted based on two differing clinical schedules—extended duration (>24 hr) versus shorter (maximum 16 hr) shifts. SETTING: Two large academic children’s hospitals. SUBJECTS: Pediatric residents rotating in the PICU from July 2013 to June 2017. INTERVENTIONS: None. MEASUREMENTS AND MAIN RESULTS: One-hundred and fifty-seven pediatric residents participated in the study. The majority of residents (106/157; 68%) completed the curriculum, with no statistically significant association between overall curriculum completion and schedule cohort at either site. Residents made more test attempts at nighttime between 6 pm and 6 am (1,824/2,828; 64%) regardless of whether they were scheduled for clinical duty. Approximately two thirds of test attempts (1,785/2,828; 63%) occurred when residents were not scheduled to work, regardless of time of day. Forty-two percent of all test attempts (1,199/2,828) occurred between 6 pm and 6 am while off-duty, with 12% (342/2,828) occurring between midnight and 6 am. CONCLUSIONS: Residents rotating in the ICU completed online learning materials mainly during nighttime and off-duty hours, including usage between midnight and 6 am while off-duty. Increasing nighttime and off-duty workload may have implications for educational design and trainee wellness, particularly during busy, acute clinical rotations, and warrants further examination. Lippincott Williams & Wilkins 2020-06-25 2020-11 /pmc/articles/PMC7597756/ /pubmed/32590830 http://dx.doi.org/10.1097/PCC.0000000000002477 Text en Copyright © 2020 The Author(s). Published by Wolters Kluwer Health, Inc. on behalf of the Society of Critical Care Medicine and the World Federation of Pediatric Intensive and Critical Care Societies. This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CCBY-NC-ND) (http://creativecommons.org/licenses/by-nc-nd/4.0/) , where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially without permission from the journal. This article is made available via the PMC Open Access Subset for unrestricted re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the COVID-19 pandemic or until permissions are revoked in writing. Upon expiration of these permissions, PMC is granted a perpetual license to make this article available via PMC and Europe PMC, consistent with existing copyright protections.
spellingShingle Education
Daniel, Dennis A.
Poynter, Sue E.
Landrigan, Christopher P.
Czeisler, Charles A.
Burns, Jeffrey P.
Wolbrink, Traci A.
Pediatric Resident Engagement With an Online Critical Care Curriculum During the Intensive Care Rotation*
title Pediatric Resident Engagement With an Online Critical Care Curriculum During the Intensive Care Rotation*
title_full Pediatric Resident Engagement With an Online Critical Care Curriculum During the Intensive Care Rotation*
title_fullStr Pediatric Resident Engagement With an Online Critical Care Curriculum During the Intensive Care Rotation*
title_full_unstemmed Pediatric Resident Engagement With an Online Critical Care Curriculum During the Intensive Care Rotation*
title_short Pediatric Resident Engagement With an Online Critical Care Curriculum During the Intensive Care Rotation*
title_sort pediatric resident engagement with an online critical care curriculum during the intensive care rotation*
topic Education
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7597756/
https://www.ncbi.nlm.nih.gov/pubmed/32590830
http://dx.doi.org/10.1097/PCC.0000000000002477
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