Online case-based learning to enhance pediatric endocrinology resident education

TL;DR

An online case-based learning tool improved pediatric endocrinology resident education by enhancing knowledge and confidence in outpatient settings.

Contribution

Development and evaluation of an online case-based learning tool for pediatric endocrinology resident training.

Findings

Residents reported high satisfaction with the online case-based learning modules.

The tool significantly contributed to knowledge acquisition and application in pediatric endocrinology.

Residents felt the modules positively impacted their clinical practice.

Abstract

While much of medical resident trainee exposure to pediatric endocrinology is geared towards hospital-based management of hyperglycemic urgencies and emergencies, the American Board of Pediatrics certification exam and trends within pediatric endocrinology referrals require an understanding of more nuanced aspects of the endocrine system that include abnormalities of growth, puberty, sexual differentiation, and the thyroid gland, which are less often encountered in emergency, inpatient, and critical care settings. Challenges in medical education include increased direct faculty supervision requirements and heightened demand for clinical productivity among faculty at the expense of time for teaching. In response, online case-based learning (CBL), which utilizes real or simulated clinical scenarios with high rates of flexibility and learner satisfaction, offers a viable learning option. This study sought to determine whether an online CBL tool would contribute to resident learning during an outpatient pediatric endocrinology elective rotation.

Clinical cases reflecting different scenarios within pediatric endocrinology, including growth, puberty, thyroid disorders, sexual differentiation, and calcium metabolism, were created in Microsoft PowerPoint with an audiovisual recording created using TechSmith Camtasia Studio and were made available online. Each case posed several questions, each followed by a discussion and rationale for the correct answer. Trainees were encouraged to complete the CBL modules prior to or early during their pediatric endocrinology rotation. After completion of the elective rotation, residents were sent a questionnaire via SurveyMonkey to evaluate the CBL modules based on the Kirkpatrick model.

A total of 29 residents participated in the evaluation. Resident rating of satisfaction of cases was 76% ‘a lot’ and 24% ‘some’. Resident rating of knowledge acquisition was 79% ‘a lot’ and 21% ‘some’. Resident rating of application of learning was 79% ‘a lot’ and 21% ‘some’. Finally, resident rating of impact on clinical practice was 62% ‘a lot’ and 38% ‘some’. No categories included responses in the “a little” or “none” options and free-text comments were overwhelmingly positive.

This evaluation supports that an online CBL model of pediatric endocrinology education can be an effective adjunct to the current state of medical education. Overall, utilization of CBL education bolstered resident education in critical areas of endocrinology during their outpatient rotation as measured by self-reported metrics. Similar online CBL models can promote competence, confidence, and interest in pediatric endocrinology and other domains of medical education both for expansion of interest in the field of pediatric endocrinology itself and confidence of general pediatricians in approaching it.

The online version contains supplementary material available at 10.1186/s12909-025-08517-5.

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