Pediatric Resident Engagement With an Online Critical Care Curriculum During the Intensive Care Rotation

Area of Science:

• Medical Education
• Pediatric Critical Care
• Digital Learning

Background:

• Blended learning models are increasingly used in medical education, requiring residents to engage with online materials alongside clinical duties.
• Limited data exist on the specific timing of resident engagement with online curricula during intensive care unit (ICU) rotations.
• Understanding these time patterns is crucial for optimizing educational strategies and supporting resident well-being.

Purpose of the Study:

• To analyze the time patterns of pediatric resident engagement with assigned online learning materials during ICU rotations.
• To correlate online learning activity with resident clinical schedules and time of day.

Main Methods:

• A prospective cohort study involving pediatric residents at two academic children's hospitals.
• Website activity data were used to track curriculum access and test attempts.
• Data were cross-referenced with resident clinical schedules (extended vs. shorter shifts) to determine on-duty and off-duty hours.

Main Results:

• Of 157 residents, 68% completed the curriculum, with no significant difference based on shift length.
• A majority of test attempts (64%) occurred during nighttime hours (6 PM to 6 AM), irrespective of clinical duty status.
• Approximately two-thirds of test attempts (63%) happened during off-duty hours, with 42% occurring between 6 PM and 6 AM, and 12% between midnight and 6 AM.

Conclusions:

• Pediatric residents predominantly utilize online learning resources during nighttime and off-duty periods.
• The significant engagement during off-duty nighttime hours, particularly between midnight and 6 AM, highlights potential challenges for resident well-being.
• These findings necessitate a re-evaluation of educational design and support systems for residents during demanding clinical rotations.