Residency spiral concussion curriculum design
Alice Sau Han Kam, George Zhao, Ching‐Lung Huang, Aisha Husain, Joyce Nyhof‐Young, Alyson Summers, Nicolas Fernandez, Denyse Richardson- Review and Exam Preparation
- General Medicine
Abstract
Background
Resident‐focused concussion curricula that measure learner behaviours are currently unavailable. We sought to fill this gap by developing and iteratively implementing a Spiral Integrated Concussion Curriculum (SICC).
Approach
Programme elements of the concussion curriculum include academic half‐days (AHDs) and three half‐day clinics for first‐ and second‐year family medicine residents. Our SICC utilises social cognitive learning principles, the constructivism paradigm and utilisation‐focused evaluation.
Evaluation
A mixed‐method evaluation with a pre‐/post‐test design and interviews was utilised. Surveys and knowledge tests were used to measure knowledge and confidence pre‐AHD and 6 months post‐AHD. Interviews at 6 months explored programme perception and behaviour change. Of the 141 programme attendees, 114 (80%) participated in the pre‐intervention knowledge test and 33 completed the pre‐ and post‐AHD test. Immediate pre‐/post‐testing demonstrated statistically significant improvement in knowledge (p = 0.042). At 6 months post‐AHD, residents in Cycle 1 (n = 5) had a knowledge decrease of 3.33% (p > 0.05). Residents in Cycle 2 (n = 7) had a knowledge increase of 11.6% (p > 0.05). Both cycles of residents had an increase in confidence (Cycle 1: 65.0% [p = 0.025]; Cycle 2: 62.8% [p = 0.0014]). Residents (5 out of 6) reported positive behavioural changes at 6 months. Valued programme elements included concussion diagnosis and management, the self‐study guide resource and the organised structure.
Implications
The SICC enriched these residents' learning and fostered sustained knowledge improvement and behavioural change at 6 months post‐intervention. This approach may provide a workable design for future competency‐based curriculum development.