Telemedicine in Pediatric Training: A National Needs Assessment of the Current State of Telemedicine Education in Pediatric Training.

PURPOSE: To describe the current state of telemedicine within pediatric training programs to inform development of a national telemedicine training curriculum for pediatric trainees. METHODS: We conducted an anonymous cross-sectional survey of pediatric residency (Fall 2020) and fellowship program directors (Spring 2021) on their current telemedicine practices in pediatric post-graduate training. RESULTS: Forty-eight US pediatric residency programs (n = 48/198, 24%) and 422 fellowship programs completed the survey (n = 422/872, 48%); combined response rate 44% (n = 470/1070). Pre-COVID-19, 12% (n = 57/470) of programs surveyed reported using telemedicine in their training program, but during the pandemic 71% (n = 334/470) reported telemedicine use with trainees. Over 71% (n = 334/470) agreed that a formalized curriculum is important, yet 69% (n = 262/380) of programs reporting telemedicine use either did not have a curriculum or were unsure if one existed at their program. Respondents who were unsure/not likely to add a telemedicine curriculum and/or indicated that a telemedicine curriculum would not be important (52% n = 243/470), cited "time" (55%, n = 136/243) most frequently as a barrier. CONCLUSIONS: Our needs assessment indicates marked increase in use of telemedicine with trainees by respondent pediatric training programs, with fewer than 50% reporting a formalized training curriculum and most agreeing that a curriculum is important.

Impact of Supplemental Material Use on Student Metacognitive Monitoring and Calibration.

Objective. To determine whether third year Doctor of Pharmacy students' self-reported use of optional supplemental material impacted their ability to accurately predict their performance on a low-stakes assessment.Methods. An instructor created optional supplemental material in the form of an online quiz. Students were asked to report whether they used the supplemental material and to predict and postdict their performance on an in-class assessment. The relative accuracy of the predictions and postdictions as well as the assessment grades and overall course grades were compared between students who reported using the supplemental material and those who reported not using the supplemental material.Results. More than half of the students (60%) reported using the supplemental material. Most students underpredicted their performance on the in-class assessment, but there was no difference in the accuracy of predictions based on supplemental material use or non-use (-1.2 vs -1.0) or on the postdictions (-1.3 vs. -1.0). Students who reported using the supplemental material performed better on both the low-stakes assessment (7.7 vs 7.2 out of 10) and overall in the course (87.0% vs 84.9%).Conclusion. Pharmacy students' self-reported use of optional supplemental material does not appear to impact their ability to accurately predict their performance on a low-stakes assessment.

Modification of the self-regulated strategy inventory-self report for blended and team-based learning.

INTRODUCTION: One of the primary missions of pharmacy education is to produce graduates with the foundations to develop into expert practitioners through continuous learning and reflection upon traditional and clinical experiences. This reflection process and the use of effective strategies to meet specific learning goals can be considered a form of self-regulated learning (SRL). The following study validates an inventory to assess SRL strategies in blended and team-based learning (TBL) environments. METHODS: A SRL strategy inventory was developed based upon the Self-Regulated Strategies Inventory-Self-Report (SRSI-SR) and new items designed for blended and TBL environments. Sixteen new items focused on leveraging the team to learn content, the use and misuse of video lectures and slides, and interaction with social media and the learning management system. Two hundred and thirty doctor of pharmacy students in the third professional year participated in the study. Twenty-eight items from the SRSI-SR and 16 new items were examined through a principal components analysis (PCA). RESULTS: The PCA indicated three distinct components; managing learning environment, maladaptive learning strategies, and seeking and learning information. The total inventory accounted for 46.36% of the score. Maladaptive learning strategies scores were moderately predictive of poor academic achievement in didactic coursework. CONCLUSIONS: The following study demonstrates the importance of reexamination and adaptation of educational inventories such as the SRSI-SR. This study provides specific insight into what maladaptive strategies may be limiting underperforming students from achieving greater success and mastery in the didactic curriculum.