Abstract: SA-PO182
Self-Guided Video-Based Modules to Teach Hyponatremia to Trainees: A Pilot Study
Session Information
- Educational Research
October 27, 2018 | Location: Exhibit Hall, San Diego Convention Center
Abstract Time: 10:00 AM - 12:00 PM
Category: Educational Research
- 800 Educational Research
Authors
- Lo, Lowell J., UCSF, San Francisco, California, United States
- Nguyen, Thuy Minh, UCSF, San Francisco, California, United States
Background
Hyponatremia is the most commonly encountered electrolyte disturbance in the hospital with an estimated prevalence up to 42%. Despite its prevalence, medical students and residents do not feel comfortable managing this condition. Hyponatremia encompasses many complex concepts in renal physiology making it a difficult topic to learn and teach. We conducted a pilot study to evaluate the impact of an online video module on learners’ ability to diagnosis and manage hyponatremia.
Methods
UCSF nephrologists created a module consisting of short online videos reviewing the pathophysiology of hyponatremia coupled with self-directed high-yield cases. This module is available on the UCSF collaborative learning environment website. We asked medical students and residents rotating through the nephrology elective to complete the module over the course of an assigned two-week block. We used ten board-style multiple-choice questions as a surrogate marker of comprehension. Learners were instructed to complete the same questions before and after completion of the module. Participants also completed a short Likert-scale survey to evaluate their experience with the module.
Results
Over nine months, six medical students and one resident completed the module. Paired sample T-test was conducted to compare mean scores pre and post module. There was a statistically significant difference between scores before (mean = 4.38, SD 1.30) and after the module (mean = 5.25, SD 1.58, t(7) = -2.81, p = 0.026). Learners reported spending between 2-8 hours on the material. Of the seven learners who completed the survey, all felt more comfortable diagnosing and proposing a treatment plan for hyponatremia after completion of the module.
Conclusion
The results suggest learners’ comprehension and comfort with hyponatremia concepts and treatment plans improves after completing our online module. Survey feedback regarding the mixed video and case format was positive. Our module is an effective method to teach hyponatremia and can serve as a guide for future online educational curricula on complex renal topics.