(113) Integrating Spaced Repetition and Precision Medical Education in Pediatric Critical Care Didactics

Introduction: In pediatric critical care fellowship education, flipped classroom learning and spaced repetition are underrepresented. We aimed to address this gap by integrating micro-learning strategies, guided by Precision Medical Education (PME) and aligned with American Board of Pediatrics (ABP) guidelines. Drawing on a review of validated educational approaches, we employed personalized interventions through survey-driven MCQs post-weekly sessions. We hypothesized that this PME-informed approach would enhance learner proficiency and participation, improving content review and interaction within the PCCM fellowship curriculum.

Methods: From November 2022 to February 2023, we conducted a pilot study within pediatric critical care fellowship education (PCCM) to evaluate the integration of flipped classroom and spaced repetition. We distributed 6 sets of multiple-choice question (MCQ)-based quizzes to multidisciplinary learners, including PCCM fellows, nurse practitioners, and faculty, aligned with ABP Board Review Questions. Participants received one point for correct answers, with engagement defined as completing at least one quiz, and proficiency measured by accuracy rate. The structured approach allowed us to test our hypothesis on enhanced content review and learner interaction through survey-driven MCQs.

Results: In our study group (n=29; 9 faculty, 15 NPs, 5 fellows), 16 participants engaged in at least one quiz, with scores ranging from 0 to 24 points. The quizzes were comprised of diagnostic (63%, n=15), management-related (29%, n=7), and graph interpretation questions (8%, n=2). Average engagement was 46% (n=16), with higher rates among fellows (60%, n=5) compared to faculty (42%, n=6). Average proficiency was 27% (n=16), with fellows again demonstrating superiority at 42% (n=5) compared to faculty (24%, n=6).

Conclusions: The integration of spaced repetition and PME-guided strategies in PCCM fellowship education engaged multidisciplinary participants. The data showed higher engagement and proficiency among fellows. This approach, anchored in PME principles, enhanced content review and interaction, supporting our hypothesis of improved learning within PCCM.