289 - Growing Educators in Pediatrics: A novel clinician educator curriculum for medical students utilizing interactive simulated teaching exercises

Publication Number: 1275.289

Charles K. McQuaide, University of Louisville, Louisville, KY, United States; Adam Patterson, University of Louisville School of Medicine, Crestwood, KY, United States; Sarah Korte, University of Louisville, Louisville, KY, United States; Rebecca Hart, University of Louisville School of Medicine, Floyds Knobs, IN, United States

Background: Near-peer educators have been shown to be effective in medical education, but little is known about how to best train near-peer educators. At the University of Louisville, senior medical students can participate in a near-peer teaching elective known as PALP (peer-assisted learning program). Currently, PALP leaders receive no formal educator training.

Objective: The primary goal of this study was to develop and implement a novel educator curriculum for medical students serving as near-peer educators. To assess effectiveness, we developed a series of simulated teaching exercises and utilized standardized learners to illustrate participant's improvement in skills as an educator.

Design/Methods: We designed and implemented a novel interactive educational symposium (ES), focused on core topics identified by medical education experts as essential for near-peer educators. We assessed the efficacy of this curriculum through a series of simulated teaching exercises (STEs) in which PALP leaders "taught" common pediatric topics to professional standardized patients who served as "junior learners." A baseline, pre-intervention STE was followed by two additional STE sessions after the ES. STE sessions were recorded and asynchronously scored by faculty evaluators using a validated 8-item assessment tool, with items scored from 1 to 3 based on skill in each domain (Image 1). STE scores and participant satisfaction with curriculum (Likert scale 1-10) are reported using standard descriptive statistics, with median STE scores compared over time using chi-square, Friedman's, and Kruskal-Wallis tests.

Results: PALP leaders were highly satisfied with the curriculum overall (Likert mean 9.67) and felt the ES was highly effective (mean 9.75). STE scores for all PALP leaders improved from a median 15 (IQR 12.9-16) in session one to 19 (16.5-19.8) in session three (p < 0.001) (see image 2). Median (IQR) scores significantly improved for 5 of the 8 assessment domains across the three sessions: Climate 2 (1.25-2) to 2 (2-3), p = 0.032; Supervision 2 (2-2) to 2.5 (2-3), p = 0.009; Limitations 2 (1-2) to 2 (2-3), p = 0.035; Feedback 2 (1.125-2) to 2.5 (2-3), p = 0.014; and Evaluation 1 (1-1) to 2 (1-2), p = 0.003.

Conclusion(s): This pilot study demonstrated improvement in assessments of multiple domains, suggesting that a focused symposium on core medical education topics can improve teaching skills among developing medical educators. Moving forward, we hope to expand our study population and further refine the assessment tool for additional cycles.

Standardized Assessment Tool


Pre/Post Intervention Assessment Tool Scores