TOP 19 - Promoting Resident Autonomy, Confidence, and Satisfaction at Night via an Asynchronous Learning Platform.

Publication Number: 1779.TOP 19

Abdullah Gulzar, University of New Mexico Children's Hospital, Albuquerque, NM, United States; Kelsey Soppet, University of New Mexico Children's Hospital, Albuquerque, NM, United States; Patricia J. Hogen, University of New Mexico Children's Hospital, Albuquerque, NM, United States

Background: Night-float systems balance 24-hour patient coverage with resident wellness. Education challenges during night shift include limited attending supervision. A needs assessment of pediatric residents at the University of New Mexico (UNM) noted dissatisfaction with night didactics citing scheduling burden, limited content, and patient-safety concerns. Education was also cancelled often during times of high patient census. We implemented an asynchronous night curriculum promoting autonomy and flexibility; key principles of adult learning. Similar models of asynchronous curriculum improve autonomy and confidence, the effect on burnout has been unstudied. Our aim was to deliver consistent, high-yield night education through curated asynchronous resources that evolved with the needs of our residents.

Objective: Teaching was tracked by resident submission of a pearl they learned while anonymous, optional, validated surveys assessed learners' perception of confidence in their medical ability, satisfaction with the education and feelings of burnout. Our primary goal was to raise perceived confidence and satisfaction by +1 Likert scale without increasing burnout. The secondary goal was to achieve 90% median completion of education weekly.

Design/Methods: This study was conducted on the pediatric inpatient night rotation at UNM. A weekly virtual curriculum was emailed to residents, offering diverse, evidence-based learning materials aligned with national and institutional guidelines and validated screening tools. Residents were asked to review one resource weekly and self-report completion with one lesson learned. Completion data was tracked in real time using QI methodology and analyzed biweekly via run charts. Process measures included perceived satisfaction with education and confidence in clinical ability; the balancing measure assessed perceived burnout during night rotations. Participants completed voluntary, anonymous, validated pre- and post-intervention surveys evaluating satisfaction and course delivery. Post-intervention analysis included cohorts of 12–13 residents after completion of their night rotation. Descriptive statistics will summarize responses. Pre- and post-intervention differences are de-identified and compared with independent-sample tests (t-test, Mann–Whitney U, chi-square, or Fisher’s exact for categorical questions). Composite Likert-scale scores will be evaluated for internal consistency (Cronbach’s α), with significance set at α = 0.05. The study received IRB exemption.

Project graph
Project graphs.pdfSurvey Responses on issues with Night-Teaching, and averages of teaching completion responses.

Plan, do, study and act chart
PDSA Chart for PAS submission.pdfPDSA cycle chart to understand the reasons behind night teaching education and dissatisfaction