Denise Warrick
Cincinnati Children's Hospital Medical Center
Introduction: Generational learning preferences combined with training regulations have created challenges and opportunities for medical educators. Blended learning models may provide the ideal learning environment for engaging millennial learners.
Methods: This study compared the effectiveness of a blended pediatric primary care curriculum compared to an online only version among residents at a large children’s hospital. Resident attendance at in-clinic teaching sessions was collected for the intervention group. Knowledge acquisition was compared via monthly via knowledge assessments. Logistic regression and generalized estimating equations were used to compare the completion of knowledge assessments as a marker for engagement and participation. Two-sample t-tests and random-effects linear regression were used to compare mean scores on knowledge assessments. Learners also reported most impactful portions of curriculum and application via open-ended questions (both groups).
Results: In the intervention group mean attendance at in-clinic teaching sessions was consistently 95%. Higher monthly knowledge assessment (70% vs. 40%, OR= 3.9 (CI:1.74; 7.44)) completion rates were seen in the intervention compared to the control group. Both groups had similar short-term (83% intervention score vs. 85% control score, p=0.58) knowledge assessment scores. Open-ended comments revealed the most impactful educational elements including: counseling families on issues not traditionally taught, discussion of treatment plans and next steps in management, and importance of screening for social determinants.
Conclusion: A blended learning approach in primary care education was equally effective in knowledge acquisition and retention as self-directed online learning. However, blended learning appeared to more effectively engage our millennial learners in primary care education.
