478 - Peer Teaching Enhances Case Based, Longitudinal Curriculum in Pediatric Behavioral and Mental Health

Poster Number: 478
Publication Number: 478.421

Michelle Kiger, Wright-Patterson Medical Center, Beavercreek, OH, United States; Thomas Bertagnoli, Wright State University Boonshoft School of Medicine, Fairborn, OH, United States; Lauren Clark, Wright State University Boonshoft School of Medicine, Dayton, OH, United States; Yejin Yoo, Wright State University Boonshoft School of Medicine, Wright Patterson AFB, OH, United States; Rachel H. Carlson, Wright State University Boonshoft School of Medicine, Dayton, OH, United States; Jason T. Forbush, Uniformed Services University of the Health Sciences F. Edward Hebert School of Medicine, Wright-Patterson Air Force Base, OH, United States; Suzie Nelson, Wright State University Boonshoft School of Medicine, Dayton, OH, United States; William Clark, Wright State University Boonshoft School of Medicine, Wright-Patterson AFB, OH, United States; John C.. Duby, Wright State University Boonshoft School of Medicine, Dayton, OH, United States

Background: Given the increasing incidence of pediatric behavioral and mental health (BMH) conditions, pediatric residencies need comprehensive curricula to address these topics. 

Objective: To study the effect of integrating peer teaching into a case-based, longitudinal pediatric BMH curriculum.

Design/Methods: In 2020-2021, a pediatric residency program implemented a case-based, longitudinal BMH curriculum with a team of general pediatricians, developmental pediatricians, child and adolescent psychiatrists, and psychologists focusing on 5 cases: depression, anxiety, ADHD, disruptive behavior, and autism.  This academic year, we implemented peer teaching as the primary teaching strategy for these cases, with PGY-3 residents facilitating discussions. We also incorporated training on the Screening Tool for Autism in Toddlers (STAT), a level 2 screening tool for autism, as well as an advanced medication management session. To study these updates, we readministered a 29-item survey with 5-point rating-scale questions to evaluate resident confidence in diagnosing and treating these conditions (given first prior to the curriculum in 2020 and as a post-test in 2021), as well as new items to assess benefits of STAT training and peer teaching. We performed two-tailed t-tests comparing pre-curriculum results to new survey results.

Results: Of 32 residents participating in sessions with peer teaching, 25 (78%) completed surveys. 7 PGY-3s responded as peer teachers: 5 (71%) were quite to extremely satisfied with peer teaching and 4 (57%) thought it was a quite to extremely useful teaching method. 14 PGY-1 & PGY-2s responded as peer learners: 11 (79%) were quite to extremely satisfied receiving peer teaching, 13 (93%) thought it was a quite to extremely useful teaching method (Figure 1). 11 PGY-2 & PGY-3s participated in STAT training: 9 (82%) thought it was educationally beneficial, 5 (45%) were moderately to quite confident they could use it to diagnose autism. Residents reported improved confidence diagnosing and treating multiple BMH conditions (Figure 2), similar to improvements seen in our previous study of this curriculum prior to the addition of peer teaching.

Conclusion(s): Peer teaching is an effective teaching method for BMH curricula, and the addition of STAT training was useful.  Residents showed significant improvements in comfort in diagnosing and treating multiple BMH conditions.

Disclaimer: The views expressed in this presentation are those of the authors alone and do not reflect those of the U.S. Government, Department of Defense, or U.S. Air Force.