Background: Online educational modules support asynchronous E-learning and offer several advantages. This multi-institutional pilot study describes the experience among nephrology trainees, of using a faculty-developed interactive E-curriculum in hemodialysis (HD) and examines its impact on learner knowledge and satisfaction.
Study design: A sequential mixed method design was developed for curriculum assessment, using a survey tool and 1 : 1 interview.
Setting and participants: Current or recent (within past 2 years) nephrology fellows from four U.S. training programs.
Materials and methods: After curriculum completion, a 6-item survey was administered to all conveniently sampled participants followed by a 1 : 1 interview of a sampled subset. Quantitative and qualitative data were analyzed using descriptive statistics and thematic analysis, respectively.
Results: 25 participants (18 Yale and 7 non-Yale) were recruited. All participants filled a 6-item Qualtrics survey after curriculum completion; 12/25 were interviewed. The majority were 1st (11/25) or 2nd year (8/25) nephrology fellows. Most self-identified as visual (11/25) or kinesthetic (11/25) learners. 100% participants agreed to the ease of use and clinical applicability of the E-modules; 100% found the animated videos and self-assessment sections valuable. On a scale of 1 (not comfortable at all) to 5 (very comfortable), respondents rated their perceived level of knowledge in 6 key competency areas. Means were 2.2 (range: 2.08 - 2.6) pre-intervention and 4.1 (range: 4.0 - 4.32) post-intervention, representing a significant increase (p-value = 0.0001). Animated videos were the most desired feature of the curriculum. Standardization, repetition, a controlled learning environment, and flexibility were identified as key advantages of an E-curriculum. Need for a self-motivated learner and lack of collaborative learning were its limitations.
Conclusion: Our study highlights the effectiveness of an asynchronous E-curriculum in promoting active learning in nephrology and provides a framework for E-curricula development. Further study is needed to assess its impact on changes in learner attitude and patient outcomes.