Assessment of a hemodialysis E-curriculum in postgraduate nephrology education: A pilot mixed methods study

Background: Online education-al modules support asynchronous E-learning and offer several advantages. This multi -in-stitutional pilot study describes the experi-ence among nephrology trainees, of using a faculty-developed interactive E-curriculum in hemodialysis (HD) and examines its im-pact on learner knowledge and satisfaction.Study design: A sequential mixed method design was developed for curriculum assess-ment, using a survey tool and 1 : 1 interview. Setting and participants: Current or recent (within past 2 years) nephrology fellows from four U.S. training programs.Materials and methods: After curriculum completion, a 6-item survey was administered to all con-veniently sampled participants followed by a 1 : 1 interview of a sampled subset. Quanti-tative and qualitative data were analyzed us-ing descriptive statistics and thematic analy-sis, respectively.Results: 25 participants (18 Yale and 7 non-Yale) were recruited. All participants filled a 6-item Qualtrics survey after curriculum completion; 12/25 were interviewed. The majority were 1st (11/25) or 2nd year (8/25) nephrology fellows. Most self-identified as visual (11/25) or kinesthetic (11/25) learners. 100% participants agreed to the ease of use and clinical applicability of the E-modules; 100% found the animated videos and self-assessment sections valu-able. On a scale of 1 (not comfortable at all) to 5 (very comfortable), respondents rated their perceived level of knowledge in 6 key competency areas. Means were 2.2 (range: 2.08 - 2.6) pre-intervention and 4.1 (range: 4.0 - 4.32) post-intervention, representing a significant increase (p-value = 0.0001). Ani-mated videos were the most desired feature of the curriculum. Standardization, repeti-tion, a controlled learning environment, and flexibility were identified as key advantages of an E-curriculum. Need for a self -motivat-ed learner and lack of collaborative learning were its limitations.Conclusion: Our study highlights the effectiveness of an asynchro-nous E-curriculum in promoting active learn-ing in nephrology and provides a framework for E-curricula development. Further study is needed to assess its impact on changes in learner attitude and patient outcomes. Introduction Internet-based learning (E-learning) is an evolving pedagogical approach in nephrolo-gy education to promote active, learner -cen-tered distance education [1]. E-learning can be synchronous (a group of learners engaged simultaneously in real time, e.g., web con-ferences) or asynchronous (online modules, podcasts etc. where learners access material individually without real-time interaction).