Innovation in patient care and medical resident education: Using blended instruction to transform nighttime patient care from a service model into an educational model

Nicole Paradise Black, H. Barrett Fromme, Jennifer Maniscalco, Cynthia Ferrell, Jessica Myers, Erin Augustine, Christine Skurkis, Lou Ann Cooper, Madelyn Kahana, Rebecca Blankenburg

Research output: Chapter in Book/Report/Conference proceedingChapter

6 Scopus citations

Abstract

Medical resident education changed dramatically on July 1, 2011 with the institution of new duty-hour work restrictions. The move to shift scheduling changed the notion of nighttime work from a time of service to one of education. The National Pediatric Nighttime Education Steering Group responded to this paradigm shift by creating a national, peer-reviewed, Web- and case-based curriculum for nighttime learning in pediatrics. Field-test results from implementation in 89 programs revealed statistically significant improvements in knowledge and confidence, but a need for improvement in usability interface, instructional design, and dissemination. Finding support to improve upon the design of the curriculum and provide a robust platform for dissemination and use by residency programs presents a significant challenge, especially in light of severe threats to graduate medical education funding at the national level.

Original languageEnglish (US)
Title of host publicationCases on Educational Technology Implementation for Facilitating Learning
PublisherIGI Global
Pages161-176
Number of pages16
ISBN (Print)9781466636767
DOIs
StatePublished - Dec 1 2013

ASJC Scopus subject areas

  • Social Sciences(all)

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    Black, N. P., Barrett Fromme, H., Maniscalco, J., Ferrell, C., Myers, J., Augustine, E., Skurkis, C., Cooper, L. A., Kahana, M., & Blankenburg, R. (2013). Innovation in patient care and medical resident education: Using blended instruction to transform nighttime patient care from a service model into an educational model. In Cases on Educational Technology Implementation for Facilitating Learning (pp. 161-176). IGI Global. https://doi.org/10.4018/978-1-4666-3676-7.ch010