title: Effect of a diabetes curriculum on internal medicine resident knowledge.
abstract: OBJECTIVE
  To determine the effect of a year-long, multifaceted diabetes curriculum on the knowledge of internal medicine residents.
  
  
  METHODS
  In this controlled, prospective study, diabetes knowledge assessment was performed with a published questionnaire to measure baseline knowledge, determine change in knowledge at 1 year, and compare resident knowledge with attending knowledge. The questionnaire was administered to residents at the beginning and end of the 2007-2008 academic year. As controls, internal medicine attendings and diabetes care providers were also given the questionnaire. The educational curriculum over the course of the year included order sets, pocket cards, lectures, and rounds. Although all residents were exposed to the education intervention, teaching targeted the postgraduate year (PGY)-1 residents.
  
  
  RESULTS
  Of 91 participating residents, 85 (93%) completed at least 1 questionnaire for a total of 103 questionnaires. Baseline and year-end assessments were completed by 18 residents. Among 25 attendings, 22 (88%) completed questionnaires. Eleven diabetes care providers participated. PGY-3 residents scored 72 +/- 10% and PGY-2 residents scored 72 +/- 8%, which was significantly greater than the PGY-1 residents' score of 62 +/- 12% (P = .004 and P = .006, respectively). Lectures were associated with knowledge improvement over time (P = .04). The mean attending score of 67 +/- 13% was not significantly different from the residents' scores. Diabetes care providers had the highest score (92 +/- 7%).
  
  
  CONCLUSIONS
  Inpatient diabetes education targeted to PGY-1 residents modestly improves resident knowledge, especially in the targeted population. Traditional educational methods may not be adequate, and improved education is needed for trainees and attendings to provide optimal diabetes care. Strategies to improve resident education may include developing more comprehensive lectures that address fundamental concepts, focusing on all PGY levels, frequent consultation with diabetologists, and case-based discussions.
authors.affiliation: Section of Endocrinology, Diabetes, and Nutrition, Boston University School of Medicine, Boston, Massachusetts 02118, USA. Daniel.Rubin@bmc.org
authors.forename: Daniel J
authors.initials: DJ
authors.lastname: Rubin
authors.forename: Marie E
authors.initials: ME
authors.lastname: McDonnell
mesh_terms: D000328:Adult; D003479:Curriculum; D003920:Diabetes Mellitus; D004503:Education, Medical, Graduate / Q000706:statistics & numerical data*; D005260:Female; D006801:Humans; D007388:Internal Medicine / Q000193:education*; D007396:Internship and Residency; D008297:Male; D011446:Prospective Studies