(1316) Continuous Renal Replacement Therapy Curriculum Development for Critical Care Medicine Fellows

Introduction: We are implementing a curriculum to educate critical care medicine fellows in continuous renal replacement therapy (CRRT). We initiated an education quality improvement (QI) project with needs assessment and feedback from fellows. We surveyed fellows to assess interest, desired topics, and preferred mode of learning. We based a curriculum on our survey. To assess effectiveness of training, we developed pre- and post-training tests.

Methods: Our fellows have prior training in internal medicine or emergency medicine. We surveyed fellows for their opinion of whether they would benefit from education on CRRT. Fellows also ranked the importance of CRRT topics including: Basic principles, initial prescriptions, troubleshooting, future advances in CRRT, and different modes of CRRT. Finally, fellows ranked their preferred teaching modality, whether lecture, self-study modules, small group problem-solving, or simulation.

Results: Our survey had a 79% response rate. 100% of respondents answered "strongly agree" or "agree" they would benefit from CRRT education. The highest ranked topics in order were: basic principles, initial prescription, troubleshooting, indications for CRRT, different CRRT modes, and future advances in CRRT. The highest ranked methods of learning in order were: small group problem based, simulation, lecture, and self-study modules. Based on fellow responses, our curriculum covers basic principles of CRRT, initial prescription, and troubleshooting. Education will take two sessions: (1) short lecture and small group problem solving focused on basic principles, and (2) a simulation session including initial CRRT prescription along with troubleshooting. We will assess competency before and after training with a 10 questions multichoice exam, and solicit feedback from trainees to further improve this CRRT education.

Conclusions: Critical care fellows would like formal training in CRRT. Fellows preferred to focus on basic principles, initial prescription and troubleshooting. Interactive sessions, such as small group problem-based learning or simulation sessions were the most popular methods around which we built our curriculum. We excluded self-study modules as this was lowest ranked. Exam data regarding effectiveness of training is still ongoing.