789 Best of both worlds: a hybrid simulation-based junior trainee mock code curriculum with complementary asynchronous e-learning modules

Aims Managing pediatric emergencies is a core competency for medical learners, however clinical exposure varies widely during training. Thus, the Hospital for Sick Children established a standardized simulation-based Junior Mock Code (JMC) curriculum (figure 1) for first- and second-year residents. However, trainee and facilitator feedback identified persistent learning gaps, highlighting core pediatric emergencies that were missing from the original curriculum. We aimed to develop a hybrid simulation-based curriculum with complementary interactive asynchronous learning modules (figure 2) to better bridge these gaps. Methods Using the Kern Curriculum Development Model,1,2 we identified common clinical performance weaknesses, knowledge gaps, and low-frequency clinical exposures for junior trainees. We then prioritized the topics to be included in the new curriculum and established its goals and objectives: to provide supplement clinical exposure to core pediatric emergencies, including critical but low-frequency presentations (pediatric trauma and neonatal shock), through simulation-based education and complementary interactive asynchronous learning modules using the AffinityLearning™ platform. We launched our pilot in January 2022. Using Quality Improvement methodology including Plan, Do, Study, Act (PDSA) cycles, we are conducting multiple iterations of feedback collection from learners and facilitators and subsequent curriculum revisions. Results Our first PDSA cycle was gathering stakeholder feedback from a departmental curriculum presentation prior to launch. Pediatric Emergency Medicine faculty and trainees overall responded very positively to the content changes from the previous curriculum and further feedback on logistics, academic potential, and networking opportunities was provided. These logistic suggestions were implemented in designing a curriculum dissemination protocol with administrative support staff. Our second cycle was a peer review of the module content and technological functionality by pediatric emergency medicine faculty and senior trainees, and feedback from this peer review was integrated prior to curriculum launch. Our current cycle started with curriculum implementation and focuses on learner reactions (Kirkpatrick level 1) and learner knowledge retention (Kirkpatrick level 2) outcomes based on feedback surveys for the asynchronous learning modules and aggregate learner performance reports on self-assessment activities embedded in each module. Conclusion Future steps for this curriculum will include assessing trainee performance/competency scores during simulation sessions and correlating these with their performance on the preceding complementary asynchronous e-learning modules (Kirkpatrick level 3 learning outcomes). We will also continuously expand the library of e-learning modules to further bridge learning gaps for junior trainees, empowering them to reflect on their knowledge and areas for improvement as self-directed adult learners. References Thomas PA, et al. Curriculum Development for Medical Education: A Six-Step Approach. Barsuk JH, et al. Developing a Simulation-Based Mastery Learning Curriculum. Kurt S. Kirkpatrick Model: Four Levels of Learning Evaluation.

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