Developing and evaluating a residents' curriculum.
This study examines the impact of a Bright Futures-based curriculum designed to teach pediatric residents how to integrate health education principles into everyday clinical practice. A two-phase study was conducted to evaluate the curriculum using both quantitative and qualitative methods. To measure the curriculum's impact on residents' clinical performance, a pre- and post-objective structured clinical examination (OSCE) design was administered to 14 residents in two groups: a control group (n=8) and an intervention group (n=6). Performance scores improved in the intervention group from pre- to post-testing in three core curriculum concepts (there was no change in the control group); performance in a fourth concept improved in both groups; and for the remaining two concepts, there was no change among the intervention group but an improvement in scores among those in the control group. Residents in the intervention group reported the curriculum to be of high quality and low difficulty. This study demonstrated that the curriculum had a positive impact on a resident's perceptions of his or her practice one year after participating in the intervention. The data suggest that each of the modules can be taught, the content learned and the principles applied to one's clinical practice.
Hafler
Janet P
JP
Office of Educational Development, Harvard Medical School, Boston, MA 02115, USA. jhafler@hms.harvard.edu
Connors
Kara M
KM
Volkan
Kevin
K
Bernstein
Henry H
HH
D002983:Clinical Competence; D003479:Curriculum; D004521:Educational Measurement; D006266:Health Education / Q000379:methods*; D006293:Health Promotion / Q000379:methods*; D006801:Humans; D007396:Internship and Residency / Q000379:methods*; D010372:Pediatrics