153 - Combatting Crisis: Improving Pediatric Trainee Knowledge and Confidence of Inpatient Opioid Use Disorder Management

Publication Number: 153.4278

Noell Conley Hamlin, University of Louisville, Louisville, KY, United States; Brittany K. Badal, University of Louisville School of Medicine, Louisville, KY, United States; Laura Bishop, University of Louisville, Louisville, KY, United States; Rebecca Hart, University of Louisville School of Medicine, Floyds Knobs, IN, United States

Background: The devastating effects of the opioid crisis In the United States (US) have been well-documented. While most research has focused on the adult population, opioid-related morbidity and mortality in adolescents have also risen over the last decade. Despite these documented effects on adolescent patients, disparities in treatment and education surrounding opioid use disorder (OUD) in the adolescent population exist. At our tertiary children’s hospital, there is no formal education on inpatient management of OUD trainees.

Objective: This project seeks to establish a curriculum to help pediatric trainees gain knowledge and confidence when caring for pediatric patients with OUD.

Design/Methods: A multidisciplinary team (including representation from hospital medicine, emergency medicine, and adolescent medicine) developed a novel educational intervention including a morning report educational session divided into two phases: a standard, didactic session followed by transition to a flipped classroom and case-based learning model. Anonymous, voluntary surveys assessed trainee confidence and knowledge on management of OUD in the inpatient pediatric setting prior to and immediately after the intervention. Confidence was measured via Likert scale (1 = most confident, 5 = least confident). Four multiple choice questions were given to test knowledge. Wilcoxon signed-rank test was used to compare pre- and post-intervention Likert scale scores, and McNemar testing was used to compare pre- and post-intervention knowledge scores. Finally, open-ended response questions were included to assess overall attitudes toward the intervention

Results: Of 102 trainees who completed the initial survey, 69 completed the immediate follow up survey. Overall, confidence and knowledge improved after both models of educational intervention (Table 1). Of note, there was no significant difference between confidence when comparing didactic sessions and case-based sessions, however the knowledge testing scores were better after didactic sessions compared to case-based sessions (Tables 2 and 3). Qualitative feedback included comments such as “I would like this lecture more than once if possible” and “This was super helpful.”

Conclusion(s): This brief educational intervention has successfully improved trainee confidence and knowledge surrounding management of inpatient pediatric patients with OUD in both didactic and case-based formats. Importantly, pediatric trainees felt that the intervention was valuable for their training. Future directions for this work include creation of more cases and dissemination to include nursing and faculty.

Overall Pre- and Post-Intervention Confidence and Knowledge
Overall OUD Pre- Post-.pdfResults of statistical comparison of overall pre- and post-intervention confidence and knowledge, combining didactic and case-based session results.

Didactic Pre- and Post-Intervention Confidence and Knowledge
Didactic Pre- and Post-.pdfResults of statistical comparison of didactic session pre- and post-intervention confidence and knowledge.

Case-Based Pre- and Post-Intervention Confidence and Knowledge
Case-Based Pre- Post-.pdfResults of statistical comparison of case-based session pre- and post-intervention confidence and knowledge