OBJECTIVES: To assess resident physician knowledge of pathophysiology, diagnosis, and management of asthma and to assess the impact of an interactive curriculum on that knowledge. PARTICIPANTS: A total of 720 resident and attending physicians at 15 internal medicine residency programs. METHODS: An educational module and two multiple choice tests were developed using established methods of curriculum development and knowledge assessment, then disseminated online to 15 internal medicine residency programs. Baseline and post-intervention knowledge was analyzed according to year of training using Chi square to detect differences in group performance. RESULTS: Baseline knowledge on asthma was poor. The average baseline score on all questions was 54.2%, and was worst on questions on diagnosis of asthma (47.5% correct) and questions on management of asthma (54.8% correct). Baseline knowledge was best on questions on the pathophysiology of asthma (71.5% correct). On specific concepts, only 41.9% correctly knew which pharmacotherapeutic agents were used as controller agents, and only 43.5% were able to correctly diagnose asthma severity. Knowledge on questions on diagnosis of asthma was no better in post-graduate year (PGY) 3 residents than in PGY1 residents (p = 0.054), but PGY3 residents performed better on questions about management of asthma than did PGY1 residents (p < 0.001). Knowledge improved for all concepts and at all levels of training after completion of an interactive module on asthma guidelines (p < 0.001). CONCLUSION: Resident physician knowledge of asthma guidelines is poor and can be improved by an interactive curriculum.
OBJECTIVES: To assess resident physician knowledge of pathophysiology, diagnosis, and management of asthma and to assess the impact of an interactive curriculum on that knowledge. PARTICIPANTS: A total of 720 resident and attending physicians at 15 internal medicine residency programs. METHODS: An educational module and two multiple choice tests were developed using established methods of curriculum development and knowledge assessment, then disseminated online to 15 internal medicine residency programs. Baseline and post-intervention knowledge was analyzed according to year of training using Chi square to detect differences in group performance. RESULTS: Baseline knowledge on asthma was poor. The average baseline score on all questions was 54.2%, and was worst on questions on diagnosis of asthma (47.5% correct) and questions on management of asthma (54.8% correct). Baseline knowledge was best on questions on the pathophysiology of asthma (71.5% correct). On specific concepts, only 41.9% correctly knew which pharmacotherapeutic agents were used as controller agents, and only 43.5% were able to correctly diagnose asthma severity. Knowledge on questions on diagnosis of asthma was no better in post-graduate year (PGY) 3 residents than in PGY1 residents (p = 0.054), but PGY3 residents performed better on questions about management of asthma than did PGY1 residents (p < 0.001). Knowledge improved for all concepts and at all levels of training after completion of an interactive module on asthma guidelines (p < 0.001). CONCLUSION: Resident physician knowledge of asthma guidelines is poor and can be improved by an interactive curriculum.
Authors: Natasha Chida; Christopher Brown; Jyoti Mathad; Kelly Carpenter; George Nelson; Marcos C Schechter; Paulina A Rebolledo; Valeria Fabre; Diana Silva Cantillo; Sarah Longworth; Valerianna Amorosa; Christian Petrauskis; Catherine Boulanger; Natalie Cain; Amita Gupta; Jane McKenzie-White; Robert Bollinger; Michael Melia Journal: J Grad Med Educ Date: 2018-06