Kelly Kadlec
University of Nebraska Medical Center
Providing an effective and well-perceived mean and forum to educate residents in-training is a challenge for any busy academic clinician, or institution in the post-ACGME duty-hour restriction era, which is further contested by administrative demands on teaching physicians for continuing increases in clinical productivity. This interim qualitative analysis of an intended 4-week curriculum redesign aims to improve the current curriculum as evaluated by both senior pediatric residents and teaching faculty. Through initial and longitudinal interviews with residents and faculty, application of effective adult learning principles and diversifying educational delivery methods, the current PICU curriculum was redesigned to transition from a passive to an active-learning curriculum to meet the wishes and needs of both the residents and faculty. Following a 12-month continuous implementation, analysis and re-designing process, the first half of the new curriculum has been effective and well-received; the major challenges going forward include optimizing educational content for time constraints, faculty development and ongoing requests for more case-based scenarios and application of fundamental concepts.
