A Multimodal, Resident-led Newborn Emergencies Night Curriculum

Area of Science:

• Medical Education
• Pediatrics
• Graduate Medical Education

Background:

• Graduate medical education duty hour reforms necessitate adaptations in residency programs, particularly the adoption of night float models.
• Internal evaluations revealed deficiencies in feedback and didactic education during pediatric newborn night rotations.
• Residents expressed a strong desire for increased feedback, didactics, and procedural training.

Purpose of the Study:

• To develop and implement a newborn night curriculum.
• To ensure timely formative feedback for residents.
• To enhance didactic experiences and guide formal education during night rotations.

Main Methods:

• A multimodal curriculum was designed, incorporating senior resident-led case scenarios, pre- and post-tests, confidence assessments, a procedure passport, and simulation cases.
• Weekly feedback sessions and on-the-spot feedback forms were integrated.
• The curriculum was implemented at the San Antonio Uniformed Services Health Education Consortium.

Main Results:

• Thirty-one trainees completed the curriculum over 15 months with a 100% test completion rate.
• Significant improvements in test scores were observed: interns (69% to 94%) and third-year residents (84% to 97%).
• Resident confidence increased, and 100% utilized feedback forms to initiate sessions.

Conclusions:

• The evolving nature of resident schedules requires focused night shift didactics.
• This resident-led, multimodal curriculum effectively improved knowledge and confidence.
• The curriculum serves as a valuable tool for enhancing pediatric resident education during night rotations.