Innovation in Patient Care and Medical Resident Education: Using Blended Instruction to Transform Nighttime Patient Care from a Service Model into an Educational Model

Nicole Paradise Black (University of Florida College of Medicine, USA), H. Barrett Fromme (Pritzker School of Medicine at the University of Chicago, USA), Jennifer Maniscalco (University of Southern California - Keck School of Medicine, USA), Cynthia Ferrell (Oregon Health & Science University, USA), Jessica Myers (Stanford University School of Medicine, USA), Erin Augustine (George Washington University School of Medicine, USA), Christine Skurkis (University of Connecticut School of Medicine, USA), Lou Ann Cooper (University of Florida College of Medicine, USA), Madelyn Kahana (The Albert Einstein College of Medicine, USA) and Rebecca Blankenburg (Stanford University School of Medicine, USA)
Copyright: © 2013 |Pages: 176
EISBN13: 9781466643888|DOI: 10.4018/978-1-4666-3676-7.ch010
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Medical resident education changed dramatically on July 1, 2011 with the institution of new duty-hour work restrictions. The move to shift scheduling changed the notion of nighttime work from a time of service to one of education. The National Pediatric Nighttime Education Steering Group responded to this paradigm shift by creating a national, peer-reviewed, Web- and case-based curriculum for nighttime learning in pediatrics. Field-test results from implementation in 89 programs revealed statistically significant improvements in knowledge and confidence, but a need for improvement in usability interface, instructional design, and dissemination. Finding support to improve upon the design of the curriculum and provide a robust platform for dissemination and use by residency programs presents a significant challenge, especially in light of severe threats to graduate medical education funding at the national level.
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