Abstract：
Pediatric residencies are not preparing trainees well to manage patients with seizures and epilepsy. To address this, we implemented a six-session curriculum using active learning techniques with the goals of improving the knowledge and attitudes needed to effectively identify and treat seizures and epilepsy, and increase residents\' comfort with counseling families about these topics.
A structured curriculum was implemented over the course of one month for the pediatric resident learner using andragogical methods such as didactic presentation, small-group sessions, role play, and simulation. A 15 multiple-choice question (MCQ) assessment and 13-statement attitudes inventory (AI) using Likert scales were given before the start of the curriculum and after its completion. Pretest and post-test scores were compared for the residents who attended at least three of the six sessions.
Fifty residents completed the pretest, 34 residents completed the post-test, and 24 residents completed both. Of the 24, only 19 residents attended at least half the sessions. There was a significant improvement in scores for the MCQ assessment, for each grouped AI domain, and in the proportion of residents who reported comfort with 11 of 13 AI statements.
The findings of this study demonstrate that given quality high-impact educational content, pediatric residents\' knowledge about seizures and epilepsy improves significantly. It is feasible to implement active learning techniques during structured didactic time. The importance of closing the knowledge gap and improving pediatric comfort with seizures and epilepsy is essential and may translate to the much needed improvement in access to care for the patients with these disorders.
A structured curriculum was implemented over the course of one month for the pediatric resident learner using andragogical methods such as didactic presentation, small-group sessions, role play, and simulation. A 15 multiple-choice question (MCQ) assessment and 13-statement attitudes inventory (AI) using Likert scales were given before the start of the curriculum and after its completion. Pretest and post-test scores were compared for the residents who attended at least three of the six sessions.
Fifty residents completed the pretest, 34 residents completed the post-test, and 24 residents completed both. Of the 24, only 19 residents attended at least half the sessions. There was a significant improvement in scores for the MCQ assessment, for each grouped AI domain, and in the proportion of residents who reported comfort with 11 of 13 AI statements.
The findings of this study demonstrate that given quality high-impact educational content, pediatric residents\' knowledge about seizures and epilepsy improves significantly. It is feasible to implement active learning techniques during structured didactic time. The importance of closing the knowledge gap and improving pediatric comfort with seizures and epilepsy is essential and may translate to the much needed improvement in access to care for the patients with these disorders.
摘要：
儿科住院医师并没有为学员做好准备来管理癫痫发作和癫痫患者。为了解决这个问题，我们使用主动学习技术实施了六节课程，目的是提高有效识别和治疗癫痫发作和癫痫发作所需的知识和态度，并增加居民对这些主题的咨询家庭的舒适度。
在一个月的时间里为儿科住院医师学习者实施了结构化的课程，使用和传统的方法，如教学演示，小组会议,角色扮演,和模拟。在课程开始之前和完成后，使用Likert量表进行了15项多项选择题（MCQ）评估和13项陈述态度清单（AI）。比较了参加六个课程中至少三个课程的居民的测试前和测试后成绩。
五十个居民完成了预测试,34名居民完成了后期测试，24名居民完成了这两个。在24人中，只有19名居民参加了至少一半的会议。MCQ评估的分数有了显著提高，对于每个分组的AI域，以及对13份人工智能声明中的11份报告感到满意的居民比例。
这项研究的结果表明，鉴于高质量的高影响力教育内容，儿科住院医师对癫痫发作和癫痫的认识显著提高。在结构化教学期间实施主动学习技术是可行的。缩小知识差距和改善癫痫发作和癫痫患儿舒适度的重要性至关重要，并且可能转化为这些疾病患者获得护理的急需改善。
在一个月的时间里为儿科住院医师学习者实施了结构化的课程，使用和传统的方法，如教学演示，小组会议,角色扮演,和模拟。在课程开始之前和完成后，使用Likert量表进行了15项多项选择题（MCQ）评估和13项陈述态度清单（AI）。比较了参加六个课程中至少三个课程的居民的测试前和测试后成绩。
五十个居民完成了预测试,34名居民完成了后期测试，24名居民完成了这两个。在24人中，只有19名居民参加了至少一半的会议。MCQ评估的分数有了显著提高，对于每个分组的AI域，以及对13份人工智能声明中的11份报告感到满意的居民比例。
这项研究的结果表明，鉴于高质量的高影响力教育内容，儿科住院医师对癫痫发作和癫痫的认识显著提高。在结构化教学期间实施主动学习技术是可行的。缩小知识差距和改善癫痫发作和癫痫患儿舒适度的重要性至关重要，并且可能转化为这些疾病患者获得护理的急需改善。
