Using a statewide survey methodology to prioritize pediatric cardiology core content

Abstract

Objective: Although pediatrician-reported relevance of Canadian cardiology-specific objectives has been studied, similar data are not available for the 2016 American Board of Pediatrics (ABP) cardiology-specific objectives. This study asked Kentucky trainees, pediatricians, and pediatric cardiologists to identify "most important" content within these objectives.

A qualitative assessment of pediatric cardiology core content: Comments from Kentucky trainees, pediatricians, and pediatric cardiologists

“…Building upon our initial study demonstrating the utility of an online survey methodology to identify content perceived most important within pediatric cardiology from the perspective of trainees and faculty, this analysis could be utilized for curriculum reform. Ultimately, pediatric trainees must not only know the information to become certified in general pediatrics, but they must provide patient care in a constantly evolving discipline .…”

“…Ultimately, pediatric trainees must not only know the information to become certified in general pediatrics, but they must provide patient care in a constantly evolving discipline . As previously reported, cardiology educators must ensure that the most basic content (ie, recognition of signs or symptoms, evaluation of murmurs, and auscultation) is mastered due to the difficulty this poses for learners and the necessity of these skills in establishing a diagnosis . However, a key aspect of the Diagnosis skill set which must be emphasized in curricular design is conscious practice and feedback related to patient evaluation .…”

“…19 As previously reported, cardiology educators must ensure that the most basic content (ie, recognition of signs or symptoms, evaluation of murmurs, and auscultation) is mastered due to the difficulty this poses for learners and the necessity of these skills in establishing a diagnosis. 10 However, a key aspect of the Diagnosis skill set which must be emphasized in curricular design is conscious practice and feedback related to patient evaluation. 27 Open-ended comments demonstrated that all respondents emphasized the need for the addition of diagnostic skills with emphasis in the "evaluate" skill set as important cardiology curricular content.…”

“…In our first article assessing curriculum content, we argued that such a large number of cardiology‐specific ABP objectives is too detailed to be thoroughly addressed during a 3‐year pediatric residency. Due to the limited time available for cardiology education, prioritizing these objectives by practical importance would be useful in curriculum reform …”

“…Due to the limited time available for cardiology education, prioritizing these objectives by practical importance would be useful in curriculum reform. 10 In this analysis, we further evaluate our data from a statewide survey of pediatric trainees, general pediatricians, and pediatric cardiologists. We aim to expand upon the prioritization of content by exploring the open-ended replies to the questions "what needs to be added" and "why," with the goal of providing additional guidance for curriculum design and reform.…”