The impact of an interactive web-based module on residents' knowledge and self-reported proficiency with regard to ordering parenteral nutrition
CPS ePoster Library. Makino A. Jun 25, 2015; 99107; 44
Amber Makino
Amber Makino
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Parenteral nutrition (PN) support plays an important role in the management of many hospitalized pediatric patients, yet nutrition education has historically been underrepresented in many residency programs. Online learning is a potential means to augment teaching with regard to parenteral nutrition. Web-based education is advantageous in that it provides enhanced capability for asynchronous access to information.

The aim of this project was to assess the impact of an interactive web-based teaching module, designed to improve residents’ PN ordering skills, on pediatric trainees’ knowledge acquisition and perceived proficiency in ordering PN.

Pediatric residents were asked to complete a 30-minute web-based educational module designed to improve their PN ordering skills. Knowledge acquisition was assessed with questions embedded at the beginning and the end of the module. Additionally, first-year pediatric residents (PGY1s) completed self-appraisal and self-confidence questionnaires immediately prior to the module, and one week later, to assess change in perceived proficiency in ordering PN.

Residents’ test scores (% correct answers) improved significantly following module completion (mean score pre-module: 49% versus post: 77%, p<0.001). Of the PGY1s (n=20), none had ordered PN prior to this assessment but 25% had been exposed to PN previously. Prior to the module, on a scale from 1-7 (1= min; 7=max), 95% of PGY1s found ordering PN stressful (score 5-7) and felt minimally equipped to order PN (score 1-2); however, the vast majority (85%) felt that knowing how to order PN was important (score 6-7). Following module completion (n=13), 75% still felt that ordering PN was stressful but 46% felt more equipped to order PN (mean score post module: 4 versus pre-module: 1; p<0.001). Trainees did not feel confident in correctly ordering various macro- and micronutrients prior to completing the module (0-5% confidence). Their confidence improved by 10-50% following module completion (all comparisons p<0.001, except for sodium and potassium requirements were comparisons were not statistically significant). Similarly, confidence with monitoring of macro- and micronutrients increased by 10-40% after module completion (all comparisons p<0.05, except for glucose monitoring were comparisons were not statistically significant).

An interactive online learning module improved pediatric residents’ parenteral nutrition-related knowledge and self-reported proficiency in ordering PN, thus providing support for the use of web-based education as a means to support nutrition education and training in the health professions.
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