title: Randomized controlled trial of spaced education for pediatric residency education.
abstract: BACKGROUND
  Spaced education (SE) has shown promise as an instructional tool that uses repeated exposure to the same questions, but information on its utility in graduate medical education is limited, particularly in assessing knowledge gain with outcome measures that are different from repeat exposure to the intervention questions.
  
  
  OBJECTIVE
  We examined whether SE is an effective instructional tool for pediatrics residents learning dermatology using an outcome measure that included both unique and isomorphic questions.
  
  
  METHODS
  We randomized 81 pediatrics residents into 2 groups. Group A completed an SE course on atopic dermatitis and warts and molluscum. Group B completed an SE course on acne and melanocytic nevi. Each course consisted of 24 validated SE items (question, answer, and explanation) delivered 2 at a time in 2 e-mails per week. Both groups completed a pretest and posttest on all 4 topics. Each group served as the comparison for the other group.
  
  
  RESULTS
  Fifty residents (60%) completed the study. The course did not have a statistically significant effect on the posttest scores for either group. Overall, test scores were low. Eighty-eight percent of residents indicated that they would like to participate in future SE courses.
  
  
  CONCLUSIONS
  Using primarily novel posttest questions, this study did not demonstrate the significant knowledge gains that other investigators have found with SE.
authors.forename: Erin F
authors.initials: EF
authors.lastname: Mathes
authors.forename: Ilona J
authors.initials: IJ
authors.lastname: Frieden
authors.forename: Christine S
authors.initials: CS
authors.lastname: Cho
authors.forename: Christy Kim
authors.initials: CK
authors.lastname: Boscardin